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REPORT  OF  THE  COMMISSIONER  OF  EDUCATION. 


Department  of  the  Interior, 

Bureau  of  Education, 
Washington , D.  <7.,  October  1,  1899. 
Sir:  I have  the  honor  to  submit  herewith  the  Annual  Report  of  this 
Office  for  the  year  ending  June  30, 1899. 

Total  enrollment  in  schools  and  colleges. —There  were  enrolled  in  the 
schools  and  colleges,  public  and  private,  during  the  year  1898-99, 
16,738,362  pupils,  the  same  being  an  increase  of  50,719  pupils  over 
the  previous  year. 

Of  this  number  the  enrollment  in  public  institutions  was  15,234,435 
and  that  in  private  and  incorporated  institutions  was  1,503,927. 

Besides  the  enrollment  in  public  and  private  institutions  of  all 
grades  included  in  the  above  summary,  there  were  pupils  enrolled  in 
special  institutions  as  follows: 


Enrollment  in  special  schools,  1898-99. 

City  evening  schools 

Business  schools 

Indian  schools 

Schools  for  defectives 

Reform  schools 

Orphan  asylums  and  other  benevolent  institutions 

Schools  in  Alaska 

Kindergartens 

Miscellaneous 


185, 000 
70,  686 
23,  500 

23,  691 

24,  925 
14,  000 

1,369 
93,  737 
50,  000 


The  miscellaneous  in  the  above  table  includes  such  institutions  as 
schools  of  music,  oratory,  elocution,  cookery,  and  of  various  special 

arts. 

This  gives  17,225,270  as  the  grand  total. 


IX 


X 


EDUCATION  REPORT,  ] 898-99. 


THE  COMMON  SCHOOLS. 

Under  this  designation  we  include  public  schools  of  elementary  and 
secondary  grades,  the  former  containing  all  pupils  in  the  first  eight 
years  of  the  course  of  study  and  the  latter  the  pupils  in  the  next  four 
years  of  the  course  usually  conducted  in  high  schools  or  academies. 
The  State  universities  and  professional  schools  are  not  counted  in  the 
“common  schools,”  although,  by  reason  of  their  receiving  support 
from  public  funds,  they  might  be  thus  classified  correctly. 

The  average  length  of  the  school  term  is  143.2  days.  It  had  never 
reached  140  days  until  the  year  1895-96.  The  increase  in  urban  popu- 
lation is  accompanied  by  increase  in  the  length  of  the  school  year. 


Note.— The  classification  of  States  made  use  of  in  the  following  table  is  the  same  as  that  adopted  by  the  United  States  census,  and  is  as  follows:  North  Atlantic  Division : 
Maine,  New  Hampshire,  Vermont,  Massachusetts,  Rhode  Island,  Connecticut,  New  York,  New  Jersey,  and  Pennsylvania.  South  Atlantic  Division:  Delaware,  Maryland, 
District  of  Columbia,  Virginia,  West  Virginia,  North  Carolina,  South  Carolina,  Georgia,  and  Florida.  South  Central  Division:  Kentucky,  Tennessee,  Alabama,  Mississippi, 
Louisiana,  Texas,  Arkansas,  and  Oklahoma.  North  Central  Division:  Ohio,  Indiana,  Illinois,  Michigan,  Wisconsin,  Minnesota,  Iowa,  Missouri,  North  Dakota,  South 
Dakota,  Nebraska,  and  Kansas.  Western  Division : Montana,  Wyoming,  Colorado,  New  Mexico,  Arizona,  Utah,  Nevada,  Idaho,  Washington,  Oregon,  and  California. 


THE  COMMISSIONER’S  INTRODUCTION. 


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Table  I. — Total  number  of  pupils  and  students  of  all  grades  in  both  public  and  private  schools,  1898-99 — Continued. 


XII 


EDUCATION  REPORT,  1898-99. 


Per  cent  of  public  pupils. 

All 

grades. 

© 

91. 02 

85. 85 

94.27 

93. 68 

91.58 

94.28 

Higher. 

X 

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33. 15 

32. 03 

26. 29 

40.27 

62. 48 

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53. 31 

54. 10 

82.95 

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16, 738, 362 

4,248, 628 
2,281,988 
3,146,491 
6,252,055 
809,200 

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Private. 

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1,503,927 

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15, 234, 435 

3, 647, 275 
2,151,239 
2,947,501 
5, 725,531 
762,889 

Summary  of  pupils  by  grade. 

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69, 748 
26, 185 
27,534 
89,562 
13, 736 

Second- 

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655,227 

205,287 

51,408 

68,673 

292,518 

37,341 

Elemen- 

tary. 

15,856,370 

3,973,593 
2,204, 395 
3,050, 284 
5,869,975 
758, 123 

Summary  of  high- 
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normal)  instruc- 
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143,367 

46,628 
17,  798 
20, 296 
53, 491 
5, 154 

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Division. 

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The  United  States 

North  Atlantic  Division  . . 
South  Atlantic  Division... 
South  Central  Division  . . . 
North  Central  Division  ... 
Western  Division 

<45 


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M 

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1898-99. a 

5 73, 960, 220 

521,830,774 

15, 138,  715 

20.47 

69. 34 

10,389,407 

68.6 

143.2 

1,488,076,102 

68.2 

98.3 

131, 793 

283, 867 

415^660 

1897-98,  a 

5 72, 737, 100 

521,458,294 

15,038, 636 

20.  68 

70.08 

10,286^092 

143.1 

1,471,435,367 

68.6 

97.8 

131,750 

277, 443 

409,193 

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1896-97. 

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131,221 

273, 737 

404,958 

; . 32.4 

1895-96. 

5 70,584,680 

520, 883,807 

14,498,956 

20.54 

69.48 

9,781,475 

67.5 

140.5 

1,374,732, 974 

65.9 

94.8 

130,373 

269,  923 

400, 296 

32.6 

1894-95. 

569,103, 730 

5 20,440,479 

14,243, 765 

20. 61 

69. 68 

9,548, 722 

67.0 

139.5 

1,331,775,201 

65.1 

93.5 

129, 706 

268,336 

398,042 

32.6 

1893-94. 

5 68, 064,250 

5 20, 137, 521 
13, 995,357 
20. 56 
69. 50 
9,263,350 
66.2 
139.5 
1,292,751,289 

64.2 

92.4 

125,402 

263,547 

mb?l 

•06-6881 

62,622,250 
18, 543, 201 
12, 722, 581 
20. 32 
68.61 
8, 153,635 

64.1 

1QA  7 

1,098,232,725 

59.2 

86.3 

125,525 
238,397  | 

363,922 

34.5 

j 1879-80. 

50,155, 783 
15,065,767 
9,867,505 
19. 67 
65.50 
6,144, 143 
62.3 
130.3 
800, 719, 970 

53.1 

81.1 

122,795 

163,798 

286,593 

42.8 

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512,305, 600 
7,561,582 
19. 14 
61.45 
4,545,  317 
60.1 
132.1 
600,432,802 

48.7 

79.4 

SI 

220,225 

41.0 

I. — General  statistics. 

Total  population 

Number  of  persons  5 to  18  years  of  age 

Number  of  different  pupils  enrolled 

Per  cent  of  total  population  enrolled 

Per  cent  of  persons  5 to  18  years  of  age  enrolled. . 

Average  daily  attendance 

Ratio  of  same  to  enrollment  (per  cent) 

Average  length  of  school  term  (days) 

Total  number  of  days  attended  by  all  pupils 

Average  number  for  each  person  5 to  18  years 

of  age 

Average  number  for  each  pupil  enrolled 

Male  teachers 

Female  teachers 

Whole  number  of  teachers 

Per  cent  of  male  teachers 

THE  COMMISSIONER  S INTRODUCTION. 


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a The  figures  for  1897-98  and  1898-99  are  subject  to  correction.  b Estimated.  c Several  States  are  not  included  in  this  average. 


XIV 


EDUCATION  REPORT,  1898-99. 


AVERAGE  AMOUNT  OF  SCHOOLING  PER  INHABITANT. 


The  following  tables  answer  the  question:  How  much  schooling  does 
the  inhabitant  of  the  United  States  receive  on  an  average?  The  first 
table  includes  both  public  and  private,  the  second  only  the  44 common 
schools.” 


Table  III. — Average  number  of  years  of  schooling  (of  200  days  each)  that  each  individual 
of  the  population  received  at  the  different  dates  specified  in  the  table,  and  taking  into 
account  all  public  and  private  schooling  of  whatever  grade. 


1870. 

1880. 

1890. 

1891. 

1892. 

1893. 

1894. 

1895. 

1896. 

1897. 

a 1898. 

a 1899. 

The  United  States . 

8.36 

3.96 

4.  46 

4.51 

4.49 

4.52 

4.72 

4. 75 

4.83 

4. 93 

5.00 

4.96 

North  Atlantic  Division. 

5. 06 

5.69 

6.05 

6.15 

6.18 

6.10 

6.35 

6.47 

6.52 

6.64 

6. 75 

6.70 

South  Atlantic  Division. 

1.23 

2.22 

2.73 

2. 78 

2. 74 

2.  79 

2.95 

2.  95 

2.93 

2.98 

3. 14 

3.05 

South  Central  Division . . 

1.12 

1.86 

2.42 

2.62 

2.  69 

2.64 

2. 89 

2.  65 

2.  70 

2.89 

2.95 

3.15 

North  Central  Division.. 

4. 01 

4. 65 

5.36 

5. 35 

5. 21 

5.38 

5.57 

5.  69 

5.84 

5.87 

5. 87 

5. 71 

Western  Division 

3. 56 

4. 17 

4.57 

4. 71 

5. 07 

4.  93 

5. 01 

5. 43 

5. 46 

5.78 

5. 77 

5. 76 

Table  IV. — The  same,  taking  into  account  only  the  schooling  furnished  by  public  elemen- 
tary and  secondary  schools. 


1870. 

1880. 

1890. 

1891. 

1892. 

1893. 

1894. 

1895. 

1896.  ! 

1897. 

a 1898. 

1 

a 1899. 

The  United  States . 

2. 91 

3.45 

3.85 

3.93 

3.97 

3.99 

4.17 

4. 23 

4.28 

4.39 

4. 46 

4.43 

North  Atlantic  Division. 

4.43 

4. 84 

4. 99 

5.  06 

5.10 

5. 10 

5.28 

5. 47 

5.52 

5. 61 

5. 71 

5. 67 

South  Atlantic  Division . 

.80 

1.90 

2.42 

2. 46 

2.46 

2.51 

2.70 

2.68 

2.66 

2. 72 

2.87 

2.78 

South  Central  Division.. 

.80 

1.57 

2.20 

2.31 

2. 41 

2.38 

2.59 

2.39 

2.  44 

2.  63 

2. 68 

2.88 

North  Central  Division.. 

3. 71 

4. 19 

4.  67 

4.74 

4.75 

4.84 

5.00 

5. 15 

5. 21 

5.28 

5.25 

5.14 

Western  Division 

2. 77 

3.  57 

3.98 

4. 16 

4.47 

4.39 

4.45 

4. 87 

4. 95 

5. 25 

5.25 

5. 28 

a Subject  to  correction. 


State  school  systems. — Appended  to  this  introduction,  Mr.  F.  E. 
Upton,  specialist  in  State  school  systems,  has  presented  in  a series  of 
tables,  numbered  1 to  19,  the  results  of  his  compilation  of  the  returns 
made  from  year  to  year  by  State  superintendents  of  public  instruction. 

Dental  schools. — I also  print  as  an  appendix  a conspectus  of  the 
courses  of  study  of  dental  schools  in  the  U nited  States,  so  far  as  these  can 
be  determined  from  published  catalogues.  Recently  there  has  been  an 
increased  sale  of  bogus  diplomas,  certifying  to  the  competency  of  their 
purchasers  to  practice  dentistry.  The  sales  have  been  made  not  only 
in  this  country,  but  in  various  countries  of  Europe.  The  courses  of 
study  will  aid  officers  of  the  law,  wherever  this  report  comes  to  hand, 
to  decide  upon  the  merits  of  institutions  in  good  standing,  while  the 
list  of  schools  which  are  members  of  the  National  Association  of  Dental 
Faculties  (prefixed  to  the  conspectus  of  the  courses  of  study)  will 
furnish  an  additional  test.  The  issue  of  bogus  diplomas  in  medicine 
and  dentistry  calls  for  a concerted  movement  on  the  part  of  honest 
practitioners,  as  well  as  the  faculties  of  institutions  that  offer  a thor- 
ough course  of  instruction,  to  second  proper  legislation  against  the 


THE  COMMISSIONER’S  INTRODUCTION. 


XV 


fraudulent  issue  of  diplomas.  The  numerous  scandals  connected  with 
the  two  or  three  chartered  schools  which  are  engaged  in  this  nefarious 
business  go  far  to  discredit  abroad  the  standing  of  American  physi- 
cians and  dentists. ' 

Great  Britain  and  Ireland. — Chapter  I gives  a historical  review  of 
the  movement  of  elementary  education  in  England.  It  appears  that 
the  annual  Government  grant  for  elementary  schools  in  England,  which 
began  in  1833  with  $100,000,  had  increased  to  $22,405,930  in  1897, 
in  which  year  the  total  cost  of  such  schools  was  $52,537,325,  while 
in  Scotland  the  current  expenditure  was  $7,403,068  and  in  Ireland 
$5,822,999.  In  England  the  attendance  was  81.5  per  cent  of  the 
enrollment;  in  Scotland,  84.45  per  cent;  and  in  Ireland,  63.9  per  cent. 

After  the  Berlin  conference  of  1890  some  concern  was  felt  that 
England  was  not  keeping  pace  with  the  leading  nations  in  the  mat- 
ter of  elemental  education,  and  it  was  urged  that  this  inertness 
might  result  in  a diminution  of  commercial  supremacy  as  compared 
with  Germany.  This  apprehension,  supported  by  other  considera- 
tions, such  as  the  relation  between  illiteracy  and  crime,  exemption  of 
working  children,  etc.,  led  to  much  vigorous  discussion  of  the  con- 
dition and  defects  of  elementary  education  by  the  school  authorities 
and  the  press,  and  this  agitation  of  so  important  a matter  resulted 
finally  in  the  recent  legislation  upon  the  subject,  which,  beginning  with 
such  matters  as  attendance  and  children’s  work  in  factories,  culminated 
in  the  board  of  education  bill  in  1899,  affecting  secondary  education. 
It  will  be  observed  that  there  was  nothing  theoretical  or  experimental 
in  this  step.  The  characteristic  conservatism  of  the  national  character 
appeared  in  waiting  until  the  proposed  action  was  felt  to  be  a com- 
mercial need  before  adopting  it. 

The  science  and  art  department,  which  has  been  a prime  mover  in 
the  encouragement  of  the  branches  of  education  indicated  by  its  title, 
had  197,796  students  in  science  and  146,720  art  students  in  1897,  a 
total  of  344,516  in  this  class  of  secondary  schools.  It  is  significant 
that  142,293  of  the  art  students  were  pursuing  some  branch  of  indus- 
trial art.  The  department  has  the  disbursement  of  an  annual  grant 
which  amounted  to  $3,960,229  in  1897-98. 

The  interest  in  technical  education  which  has  been  developed  in 
England  in  the  last  twenty  years  has  also  been  somewhat  increased  by 
the  commercial  competition  of  Germany  and  a consciousness  of  infe- 
rior technical  training  in  certain  branches.  An  idea  of  the  esteem  in 
which  technical  education  is  now  held  may  be  gathered  from  the  fact 
that  $5,000,000  from  all  sources  were  expended  for  scientific  and  tech- 
nical schools  in  1897,  while  32,899  students  attended  the  different 
courses  of  instruction. 

The  board  of  education  bill  introduced  by  the  Duke  of  Devonshire 
in  1898  became  a law  in  1899.  It  provides  for  the  establishment  of  a 


XVI 


EDUCATION  BE  POET,  1898-99. 


board  connected  with  the  superintendence  of  secondary  education  in 
England  and  Wales.  This  board  will  supplant  the  education  depart- 
ment, including  the  science  and  art  department,  and  will  be  the  pre- 
liminary step,  as  Professor  Jebb  remarked  in  his  speech  in  Parliament, 
toward  organizing  secondary  education  in  England.  It  provides  for 
inspection  of  secondary  schools,  if  desired  by  them,  and  from  its  gen- 
eral character  and  functions  will  tend  to  promote  the  continuity  and 
unity  of  the  system.  It  is  a significant  feature  of  recent  education  in 
England  that  many  pupils  of  the  elementary  schools  take  secondary 
studies. 

The  multiplication  of  local  colleges  in  England  and  the  increase  of 
university  affiliations  and  influence  are  noticeable  features  of  the  recent 
history  of  higher  education.  The  modern  spirit  is  shown  by  the  dis- 
position to  make  scientific  pursuits  prominent  and  give  them  official 
recognition  at  the  universities.  At  Oxford  this  tendency  was  mani- 
fested some  years  since  by  the  provision  for  special  study  and  scien- 
tific research  and  the  creation  of  degrees  of  bachelor  of  letters  and 
bachelor  of  science.  Cambridge  also  admits  advanced  students  for  the 
purpose  of  research.  The  determination  to  make  not  only  science  and 
technology  university  subjects,  but  even  commerce  and  industry,  is 
also  shown  by  the  papers  quoted  in  the  appendix  to  Chapter  I upon 
the  scope  of  the  studies  in  the  new  universities  of  Birmingham  and 
W7ales. 

Australasia. — Chapter  II  (pp.  67-87)  presents  the  condition  of  edu- 
cation in  Australasia,  New  Zealand,  and  Tasmania. 

In  Australia  the  educational  standards  established  b}T  law  are  only 
attainable  in  the  larger  towns  or  cities,  and  there  is  consequently  a 
marked  difference  between  the  condition  of  schools  in  them  and  in  the 
isolated  communities  and  pioneer  settlements.  The  law  recognizes 
this  difference  and  authorizes  special  adjustments  making  provision  for 
teaching  in  places  where  the  population  is  scanty  hy  such  means  as 
alternate  schools  in  adjoining  districts  or  half-time  schools;  children 
are  also  carried  to  school  at  the  public  expense  in  sparsely  populated 
districts.  Each  colony  has  hitherto  had  its  own  minister  of  public 
instruction,  but  the  year  1898-99  marks  the  final  adoption  of  articles 
of  political  federation  of  the  colonies  and  the  establishment  of  a com- 
mon capital  in  New  South  Wales,  which  will  doubtless  tend  to  unify 
the  educational  system. 

The  average  attendance  of  the  elementary  schools  in  1897  was  399,128, 
the  enrollment  being  596,242,  and  the  percentage  of  attendance  rang- 
ing from  65.6  to  73  in  the  different  colonies.  The  total  expenditure 
for  elementary  (public  day)  schools  was  $8,253,746  in  1897. 

The  development  of  elementary  schools  in  Australia  has  followed 
the  same  course  as  in  England,  but  has  had  less  resistance  to  overcome. 
The  schools  are  now  mostly  state  and  secular,  and  attendance  is  com- 


THE  COMMISSIONER’S  INTRODUCTION. 


XVII 


pulsory  by  law.  As  is  to  be  expected  from  the  history  and  character 
of  the  population,  technical  and  scientific  education  receives  a large 
share  of  attention.  In  New  South  Wales,  for  example,  technical 
training  is  begun  in  the  public  schools  in  the  shape  of  drawing  lessons, 
manual  training,  cookery,  and  needlework.  There  were  5,848  students 
attending  the  Sydney  Technical  College,  the  suburban  and  county 
classes,  and  special  classes  devoted  to  technical  education  in  the  public 
schools.  Thirty-five  students  of  the  technical  colleges  were  examined 
at  the  technological  examinations  of  the  “City  and  Guild  of  London 
Institute”  held  in  April,  1898,  of  whom  28  passed.  This  tendency 
toward  technical  education  is  shown  in  the  other  colonies  by  the  estab- 
lishment of  schools  of  agriculture,  and  by  providing  technical  instruc- 
tion in  the  higher  classes  of  the  elementary  scho.ols  for  pupils  who 
intend  to  enter  mining  schools  or  agricultural  colleges. 

In  New  Zealand  the  public  schools  are  free  and  secular  and  had  on 
an  ai^erage  a daily  attendance  of  83. 9 per  cent  of  the  enrollment  in 
1897.  A striking  feature  of  education  in  New  Zealand  is  the  provision 
made  for  teaching  Maori  children.  There  were  74  village  schools  for 
these  natives  in  1897  attended  by  2,864  pupils  with  an  average  daily 
attendance  of  77.5  per  cent,  and  4 boarding  schools  with  263  pupils,  of 
whom  73  were  maintained  at  the  expense  of  the  Government.  This  is 
exclusive  of  2,260  Maori  children  in  the  ordinary  schools. 

New  Zealand  expended  $2,400,182  for  public  education  in  1897,  or 
$3.36  per  white  inhabitant.  The  administration  is  centralized  in  one 
of  the  Crown  ministers.  Technical  education  in  elementary  schools 
is  recognized  by  law  and  is  continued  in  the  secondary  schools,  of 
which  there  are  24,  and  at  the  university. 

The  University  of  New  Zealand  is  an  examining  body  empowered 
to  confer  degrees.  Undergraduates  pursue  their  studies  at  affiliated 
colleges.  The  university  has  conferred  627  degrees  on  examination; 
only  43  of  these  were  B.  Sc.  and  D.  Sc.  degrees.'  There  were  730 
candidates  for  admission  in  1897  and  66  graduates,  of  whom  48  were 
B.  A.  and  4 B.  Sc. 

Eighty  per  cent  of  the  population  of  New  Zealand  can  read  and 
write. 

It  is  to  be  noted  that  the  inspector  of  education  in  Tasmania  appeals 
for  secondary  education  on  modern  lines  to  supplement  the  elementary 
schools.  The  expenditure  for  education  in  1897  was  $172,869.90  for 
an  enrollment  of  16,634  and  an  average  attendance  of  12,024,  which 
makes  the  cost  $10.38  for  each  pupil  enrolled. 

Belgium. — Chapter  III  (pp.  89-123)  gives  a summary  of  the  history 
of  Belgian  education  from  1842  to  the  present  time.  The  general 
form  of  the  system  has  changed  but  little,  and  comprises  primary, 
secondary,  and  superior  departments,  under  the  minister  of  public 
instruction  and  his  directors.  Institutions  of  all  grades  receive  State 
ed  99 II 


XVIII 


EDUCATION  BEPOBT,  1898-99. 


appropriations  which  are  in  larger  and  larger  proportion  the  higher 
the  grade,  until  they  defray  nearly  the  whole  cost  of  the  State  univer- 
sities. The  total  enrollment  in  primary  schools,  public  and  private, 
has  increased  from  426,385  in  1845  to  752,062  in  1896. 

Until  1879,  religious  instruction  was  obligatory  and  in  charge  of  the 
priest  or  of  the  minister  of  the  commune,  in  1879,  when  the  Liberal 
party  came  into  power,  a new  law  inaugurated  a total  change  in  this 
respect  and  religious  instruction  was  excluded  from  the  school  and 
left  to  the  family  and  church.  The  law  was  in  operation  five  years, 
during  which  period  there  was  a falling  off  in  the  communal  schools 
of  36  per  cent  of  their  pupils. 

In  1884,  when  the  Catholic  party  regained  power,  a new  law 
restored  religious  instruction  as  an  optional  branch,  while  the  law  of 
1894  made  it  obligatoiy,  and  the  law  of  1895  placed  it  in  the  charge 
of  the  clergy. 

In  Belgium  the  commune  (or  township)  takes  the  initiative  in  pro- 
viding elementary  schools,  every  commune  being  required  to  have  at 
least  one.  It  contributes  to  the  support  of  the  school  by  special  tax, 
the  province  and  the  State  supplying  the  balance.  In  1896  the  expendi- 
ture for  elementary  instruction  was  16,663,705,  equivalent  to  $1.02  for 
each  inhabitant,  of  which  sum  the  communes  contributed  46.2  per 
cent,  the  State  41.6,  and  the  provinces  5 per  cent,  the  nest  being  made 
up  from  fees,  legacies,  subscriptions,  etc. 

The  secondary  schools  show  the  influence  of  the  prevailing  1,6  mod- 
ern” ideas  by  the  modifications  in  their  programmes,  which  show  a 
notable  decrease  in  the  time  given  to  Latin  and  Greek,  more  extended 
instruction  in  u modern  humanities,”  the  enlarging  of  the  courses  in 
mathematics  and  physics,  and  the  introduction  of  commercial  courses. 
These  changes,  however,  have  been  rather  favorable  than  otherwise 
to  the  Greek-Latin  humanities  in  some  respects. 

In  Belgium,  which  is  noted  for  technological  attainments,  technical 
education  is  also  divided  into  three  grades.  The  primary  degree  con- 
tains the  “ecoles  professionnelles,”  to  the  secondar}^  belong  the 
industrial  schools,  while  the  superior  is  represented  bv  the  engineer- 
ing and  architectural  departments  of  the  university.  The  use  of  the 
term  4 4 professional”  as  applied  to  primary  technical  schools  is  note- 
worthy. Tv  ith  us  a professional  school  is  a medical,  law,  or  theolog- 
ical school,  while  in  Belgium  (and  France)  it  means  a school  in  which 
training  for  special  occupations — tailoring,  shoemaking,  carpentering, 
etc.— is  given,  the  French  word  44 profession”  meaning  4 4 business”  or 
44  calling,”  while  the  English  word  is  restricted  to  the  educated  occu- 
pations. These  schools  are  called  trade  schools  in  England.  In  Bel- 
gium they'  are  equipped  with  workshops.  The  industrial  schools  are 
mostly  evening  schools,  and  are  open  on  Sundays  as  well  as  week  days. 
Their  students  are  workmen  or  employees  occupied  in  work-shops  dur- 


THE  COMMISSIONERS  INTKODTTCTION.  XIX 

ing  the  day.  The  programmes  of  the  schools  vary,  but  all  have  draw- 
ing, mathematics,  and  physics.  The  initiative  for  professional  schools  is 
taken  the  State  in  Belgium,  while  in  Germany  corporations  gen- 
erally take  the  initiative,  as  individuals  do  in  England. 

Superior  technical  instruction  is  given  in  schools  of  art,  manufac- 
tures, mines,  and  engineering,  attached  to  the  universities,  and  a 
number  of  technical  schools  which  have  been  grouped  around  the  uni- 
versities as  adjuncts  to  the  faculties  of  science.  The  university 
degrees  to  technical  students  are  those  of  civil  engineer  of  mines,  of 
architecture,  etc.,  and  of  mechanical  or  electrical  engineering.  Out 
of  a total  of  4,835  students  at  the  four  universities,  937  were  science 
students  and  1,010  technical  students  in  1896. 

Education  in  central  Europe. — In  Chapter  IV,  entitled  4 ‘Education 
in  central  Europe”  (pp.  125-235),  a comparative  review  of  the  educa- 
tional statistics  of  the  Kingdom  of  Prussia  is  first  given,  in  which  the 
results  of  the  last  three  official  quinquennial  reports,  those  of  1886, 
1891,  and  1896,  are  subjected  to  a critical  analysis.  A number  of  facts, 
characteristic  of  Prussian  conditions,  come  to  light  in  this  analysis, 
notably  that  the  average  number  of  pupils  to  a teacher  in  the  elemen- 
tary public  schools  is  larger  than  it  is  in  France  and  the  United  States, 
though  it  has  decreased  from  64  to  a teacher  in  1886  to  57  in  1896, 
while  the  total  number  of  pupils  enrolled  has  increased  in  ten  years 
from  five  and  a fourth  millions  to  five  and  three-fifths  millions.  Com- 
pared with  the  school  enrollment  of  the  United  States  this  seems 
small,  but  it  does  not  represent  the  total  number  of  children  receiving 
elementary  education.  The  secondary  schools  not  only  reach  down  to 
the  tenth  year  of  age,  but  have  in  most  cases  elementary  classes  for 
pupils  from  6 to  10  years.  While  in  this  country  all  children  from  6 
to  18  attending  school  are  counted,  the  Germans  count  onty  those  who 
come  under  the  law  of  compulsory  attendance;  that  is,  those  6 to  14 
years  of  age. 

Another  very  striking  fact  is,  that  in  1896  the  number  of  children 
who  spoke  German  only  amounted  to  861  per  cent,  while  that  of  the 
children  who  spoke  Polish  only  was  10j  per  cent.  About  3 per  cent 
spoke  the  two  languages. 

Especially  large  is  the  increase  in  the  number  of  women  teachers, 
from  6,848  in  1886  to  10,271  in  1896.  This  is  attributable  to  the 
advantageous  openings  for  young  men  in  more  lucrative  pursuits 
during  the  recent  phenomenal  expansion  of  German  industry  and 
commerce.  There  is  an  urgent  demand  for  teachers  in  Prussia,  which 
is  seen  from  the  fact  that  there  are  only  86  regularly  appointed  teach- 
ers to  every  100  classes  or  grades.  The  local  authorities  have  resorted 
to  the  expedient  often  made  use  of  in  this  country,  namely,  the 
establishment  of  half-day  schools. 

The  salaries  of  teachers  have  been  much  improved  in  consequence  of 


XX 


EDUCATION  REPORT,  1898-99. 


the  new  laws  passed  by  the  Prussian  Diet;  the  sum  spent  for  salaries, 
which  was  $19,500,000  in  1886,  rose  to  nearly  $30,000,000  in  1896. 
The  State’s  quota  of  the  expenditures  for  elementary  schools  is  now  16 
per  cent  in  cities  and  39  per  cent  in  rural  districts.  The  per  capita 
expense  for  elementary  education,  which  was  only  50  cents  in  1861, 
83  cents  in  1871,  98  cents  in  1886,  has  increased  to  $1.53  in  cities  and 
$1.29  in  rural  districts.  This  increase  is  very  marked.  If  to  this 
were  added  the  per  capita  spent  for  maintaining  evening  and  holiday 
schools  and  for  elementary  instruction  connected  with  secondary 
schools,  the  per  capita  would  be  $2  in  cities,  but  would  not  be 
materially  increased  in  rural  districts. 

While  the  number  of  classes  far  outnumbers  the  teachers  appointed, 
it  also  outnumbers  the  class  rooms  available;  hence  the  want  of  teach- 
ers combines  with  that  of  the  want  of  room  to  make  half-day  schools 
necessary.  This  is  plainly  brought  out  by  comparing  the  number  of 
classes,  92,001,  with  the  number  of  rooms,  78,431,  and  the  number  of 
teachers,  79,431.  Such  undesirable  conditions  are  chiefly  found  in 
the  eastern  provinces. 

A second  article  in  this  chapter  deals  with  44  School  attendance  and 
compulsory  education  in  Europe.”  It  is  found  that  the  earliest  feeble 
endeavors  to  establish  compulsory  education  date  back  to  the  sixteenth 
century.  Slowly,  but  never  retrograding,  the  movement  spread 
among  the  German  states,  until  finally,  at  the  beginning  of  this  cen- 
tury, laws  making  school  attendance  compulsory  for  children  between 
6 and  14  years  were  on  the  statute  books  of  every  German  state. 
How  strictly  they  were  carried  out  may  be  seen  from  the  fact  that  at 
the  last  conscription  of  army  and  navy  recruits  there  was  found  only 
one  one-hundredth  of  1 per  cent  of  illiteracy.  The  article  contains  quo- 
tations from  the  various  laws  in  force  in  Germany  and  cites  the  pro- 
visions made  for  compulsory  school  attendance  in  other  countries  of 
Europe.  It  also  shows  how  the  laws  are  executed  and  with  what 
results. 

The  third  article  deals  with  ‘‘Teachers’  pensions  and  annuities.” 
The  present  regulations  in  force  in  central  Europe  and  other  European 
countries  are  stated  for  elementary  and  secondary  school  teachers. 
The  practice  of  paying  pensions  to  teachers  as  civil  officers  of  the  State 
is  quite  old  in  Germany,  but  all  other  countries  in  Europe  have  fol- 
lowed the  German  example,  except  Switzerland,  where  teachers  are 
elected  by  the  communities  for  a period  of  six  years.  In  most  cases 
they  are  reelected,  but  the  principle  is  maintained  that  in  a democratic 
Republic  the  establishment  of  an  official  class  is  to  be  prevented  by 
rotation  in  office.  This  also  precludes  legislation  for  pensioning  teach- 
ers. In  some  cantons  of  Switzerland  the  teachers  make  the  payment 
of  a pension  a condition  in  their  contract  with  the  communal  author- 
ities. 


THE  COMMISSIONER’S  INTRODUCTION. 


XXI 


A symposium  on  manual  training  in  Germany  given  in  this  chapter 
reveals  the  fact  that  the  teachers  and  school  authorities  are  not  very 
enthusiastic  in  introducing  shopwork  in  the  elementary  schools. 
They  acknowledge  the  desirability  of  training  youth  to  become  prac- 
tical and  active  men,  with  a view  to  saving  them  from  falling  into 
vicious  and  immoral  habits,  but  they  are  emphatic  in  advocating  this 
kind  of  training  more  especially  for  continuation  schools;  that  is, 
schools  for  boys  who  have  gone  through  the  course  of  the  elementary 
schools,  but  who  are  not  old  enough  to  enter  upon  the  pursuit  of  a 
livelihood.  It  is  claimed  that  the  elementary  school  is  primarily  an 
institution  for  the  intellectual  development  of  children.  There  are, 
indeed,  many  advocates  of  manual  training  who  would  add  the  work- 
shop to  every  school,  but  as  yet  they  are  in  the  minority. 

The  next  section  of  this  chapter  states  what  is  done  in  the  various 
German  States  in  maintaining  supplementary  or  continuation  schools. 
As  far  as  possible,  the  expenditures  are  itemized.  Corroborative 
evidence  from  consular  reports  and  English  visitors  prove  the  wide 
and  beneficial  influence  of  these  schools. 

A table  in  which  the  professional  preparation  of  the  Prussian 
normal-school  teachers  is  given  shows  that  10  per  cent  of  them  have 
studied  theology,  21  per  cent  have  graduated  from  the  philosophical 
faculty  of  universities,  61  per  cent  are  normal  graduates,  and  2 per 
cent  have  both  normal  and  university  training. 

The  educational  institutions  of  the  Kingdom  of  Saxony  are  sketched 
in  detail,  beginning  with  the  University  of  Leipsic,  and  showing  that 
this  little  Kingdom  is  admirably  provided  with  institutions  of  learn- 
ing for  general  as  well  as  for  special,  chiefly  industrial,  education. 

The  Swiss  Central  Government,  like  our  own  Federal  Government, 
has  no  jurisdiction  over  the  local  schools  of  the  States  or  Cantons,  and 
the  constitution  expressly  forbids  Federal  interference  in  the  manage- 
ment of  schools.  Nevertheless,  efforts  are  being  made  to  induce  the 
Federal  legislature  to  subsidize  the  schools,  as  it  does  other  institutions. 
In  this  chapter  a translation  of  a petition  prepared  by  representatives 
of  all  the  Cantons,  in  convention  assembled,  shows  upon  what  grounds 
it  is  proposed  to  grant  subsidies,  and  the  mode  of  computing  and  dis- 
tributing them.  The  document  is  especialty  interesting  in  view  of  the 
unsuccessful  efforts  in  this  country  in  behalf  of  Federal  aid  for  common 
school  education. 

A brief  history  of  Hungarian  secondary  schools,  inserted  in  this 
chapter,  will  be  welcome  to  those  who  are  still  discussing  the  question 
whether  or  not  the  state  should  go  beyond  providing  for  elementary 
education. 

The  chapter  closes  with  a series  of  tables  showing  the  attendance 
at  German  universities  during  a period  of  nearly  seventy  years. 
These  tables,  prepared  by  the  eminent  statistician,  Prof.  J.  Conrad, 


XXII 


EDUCATION  REPORT,  1898-99. 


of  Halle,  demonstrate  a steady  growth  of  the  faculties  of  law,  medi- 
cine, and  philosophy,  hut  a very  decided  falling  off  in  the  number  of 
students  of  theology,  both  Protestant  and  Catholic.  The  philosophical 
faculty,  which  really  consists  of  two  departments,  (1)  the  philological, 
philosophical,  and  historical,  and  (2)  the  scientific  and  mathematical 
sections,  has  outstripped  all  the  faculties  in  its  phenomenal  increase  in 
the  number  of  students  in  attendance.  From  83  in  every  million  of 
inhabitants  in  1831  this  faculty  has  increased  to  213  in  every  million  in 
1890,  despite  the  simultaneous  development  of  the  technological  schools, 
which  alone  enroll  thousands  of  students  who  in  the  other  countries 
are  obliged  to  attend  universities  in  the  absence  of  technological 
institutions. 

Education  in  Sweden . — In  Chapter  Y (pp.  237-257)  is  given  an 
interesting  statement  of  the  educational  conditions  prevailing  in 
Sweden,  condensed  from  a pamphlet  by  Dr.  C.  Gr.  Bergman,  inspector 
of  elementary  schools  in  Stockholm. 

i The  schools  are  of  the  same  grades  and  general  character  as  those 
of  the  United  States,  but  in  Sweden  more  stress  is  laid  upon  technical 
and  industrial  training  and  slojd.  For  the  3rounger  children  there 
are  ambulatory  (i.  e. , schools  that  move  from  house  to  house  through 
the  district)  and  stationary  schools  of  elementary  grade,  the  former 
being  necessitated  by  the  topography  of  the  country.  In  the  year 
1882  there  were  about  two-thirds  of  the  pupils  between  7 and  Id  }mars 
of  age  in  stationary  schools,  and  one-third,  in  ambulatory  schools.  In 
1895  there  were  22.6  per  cent  in  ambulatory  schools,  and  77.d  per  cent 
in  stationary  schools. 

With  a population  of  5,062,918  in  1898  there  were  733,836  pupils  in 
elementary  schools,  16,520  in  secondary  schools,  1,410  in  people’s  high 
schools,  and  1,221  students  in  normal  schools.  The  amount  spent  on 
elementary  education  was  $4,180,568,  one-fourth  of  which  was  fur- 
nished by  the  State.  The  ratio  of  elementary  pupils  to  the  total 
population  was  14.49  per  cent;  the  expenditure  per  capita  of  enroll- 
ment, $5.69;  per  capita  of  population,  S2  cents. 

Among  the  recruits  of  1896  only  0.13  per  cent  were  unable  to  read, 
and  only  0.63  unable  to  write. 

There  is  a rigid  school  inspection  throughout  urban  and  rural  dis- 
tricts, the  number  of  the  inspectors  depending  upon  the  needs  of  the 
schools,  as  determined  by  the  school  authorities. 

A class  of  schools  found  in  Scandinavia  is  that  of  the  people’s  high 
schools,  which  “aim  to  inculcate  knowledge  of  the  history  of  the 
Fatherland,  and  to  so  train  the  children  of  the  peasant  class  that  they 
may  feel  especial  interest  in  the  problems  of  citizenship.”  These 
schools  are  a grade  above  the  elementary;  no  entrance  examination  is 
required,  but  those  desiring  admission  must  have  passed  through  the 
elementary  schools  and  be  18  year$  of  age  in  the  case  of  boys,  or  16 


THE  COMMISSIONER’S  INTRODUCTION. 


XXIII 


years  in  that  of  girls.  Boys  attend  these  schools  from  November  to 
May;  girls  from  May  to  August. 

The  secondary  schools  are  classical  and  nonclassical  in  character,  the 
former  leading  to  the  university,  the  latter  training  for  practical  life. 
Of  the  705  graduates  in  1896,  51  were  women.  In  1896  there  were 
3,977  students  taking  the  classical  course,  and  4,246  the  nonclassical. 

Coeducational  institutions  are  usually  private,  but  several  receive 
state  aid.  The  Palmgrenska  Samskolan,  the  oldest  high-grade  school 
of  this  class,  receives  $2,144  from  the  state.  The  main  effort  of  the 
coeducational  schools  is  to  have  an  eclectic  course,  to  adopt  the  best 
methods  of  instruction  in  foreign  languages  and  other  studies,  to  train 
in  slojd,  etc. 

The  pay  of  teachers  varies  in  different  schools,  and  for  each  class  of 
schools  the  minimum  amount  is  prescribed  by  law.  These  amounts 
will  be  found  tabulated  in  detail.  B y law  of  Parliament  in  1898  the 
salaries  of  teachers  after  ten  years’  service  must  not  be  less  than 
$214.40,  with  lodging,  board,  and  fuel. 

The  pensioning  of  teachers  in  elementary  and  higher  elementary 
schools  is  managed  by  a special  board.  Every  school  district  pays 
from  $8  to  $13.40  annually  toward  this  object,  and  the  state  gives  a 
certain  quota.  The  maximum  pension  is  $201,  the  minimum  $141, 
but  an  act  of  Parliament  (in  1898)  established  a basis  for  a more  sub- 
stantial pension. 

The  universities  in  Sweden  (Upsaia,  1,426  students,  and  Lund,  582 
students,  in  1899)  have  the  four  faculties.  To  all  except  theology 
women  are  admitted.  There  is  also  a state  faculty  of  medicine  in 
Stockholm  (296  students)  and  private  philosophical  faculties  in  Stock- 
holm and  Goteborg. 

The  Royal  Central  Gymnastic  Institute  trains  both  sexes  in  gym- 
nastics. It  was  established  in  1813  by  Per  Henrik  Ling.  In  1896 
there  were  59  men  and  28  women  receiving  gymnastic  training  and  665 
patients  were  being  treated  for  various  diseases.  High-grade  mili- 
tary and  naval  schools  train  for  these  two  branches  of  the  service,  and 
there  are  lower-grade  schools  to  train  recruits. 

The  lower  grade  technical  schools  give  industrial  training.  There 
are  32  of  these,  and  they  are  generally  evening  and  Sunday  schools 
for  the  benefit  of  working  people  who  have  no  other  hours  apart 
from  their  labor.  Schools  of  agriculture  and  forestry  give  practical 
instruction  along  these  lines. 

Slojd  has  been  taught  since  the  early  seventies.  In  1878  it  was 
taught  in  403  schools.  In  1895  it  was  taught  in  2,483  school  divisions 
at  a cost  of  $49,643.  While  slojd  instruction  is  not  a requirement  of 
the  State,  there  are  subsidies  for  it,  and  there  is  the  requisite  State 
inspection. 

Since  1896  regular  arrangements  for  teaching  cooking  have  been 


XXIV 


EDUCATION  REPORT,  1898-99. 


established  in  some  of  the  newest  school  buildings.  Since  1890  bath 
houses,  arranged  for  exercises  in  swimming,  have  been-  connected  with 
many  of  the  schools. 

Special  attention  is  paid  to  ventilation;  in  the  Stockholm  schools 
there  is  change  of  air  in  the  rooms  four  times  an  hour. 

Education  in  Japan. — Through  the  courtesy  of  the  honorable  Sec- 
retary of  State  I am  enabled  to  give  in  Chapter  VI  (pp.  259-302)  a 
statement  of  the  development  and  present  status  of  state  education  in 
Japan,  prepared  by  Mr.  Robert  E.  Lewis,  of  Shanghai.  Mr.  Lewis 
is  well  qualified  to  treat  of  this  topic,  through  personal  examination  of 
Japanese  educational  institutions,  interviews  with  prominent  edu- 
cators, and  a study  of  the  literature  of  the  subject. 

It  is  a source  of  satisfaction  to  note  the  formative  influences  that 
have  been  exercised  by  the  United  States  in  the  upbuilding  of  the 
Japanese  school  system,  whether  through  the  medium  of  native  Jap- 
anese educated  in  this  country  or  that  of  Americans  domiciled  in 
Japan.  In  1887  there  were  699  Japanese  students  in  America. 

Classification  and  promotion  of  pupils. — In  the  grading  of  schools 
as  ordinarily  carried  out,  pupils  of  widely  different  capacities  and 
rates  of  mental  development  will  inevitably  be  found  associated 
together  in  the  same  grade.  To  adapt  the  instruction  and  the  rate 
of  progress  to  the  needs  of  each  individual  pupil  in  such  a case  is 
manifestly  impossible.  If  the  lesson  is  adjusted  to  the  capacity  of 
the  average  pupil,  there  are  certain  pupils  for  whom  it  will  be  found 
too  short  or  easy,  and  certain  others  for  whom  it  will  be  found  too 
long  or  difficult.  The  bright  pupils  are  held  back  and  the  dull  ones 
dragged  forward  at  too  rapid  a pace,  so  that  the  former  are  insuffi- 
ciently occupied  and  waste  a considerable  portion  of  their  time,  while 
the  latter  are  not  able  to  keep  up  with  the  rest  of  the  class  and  are 
not  adequately  prepared  when  the  time  comes  for  the  annual  exami- 
nation and  promotion.  In  order  to  avoid  this  peculiar  evil  that 
characterizes  the  system  of  grading  and  promotion  with  the  one-year 
interval,  it  must  be  so  modified  as  to  permit  each  pupil  to  advance  as 
fast  or  as  slow  as  his  abilities  admit  of,  without  reference  to  the  rate 
of  progress  of  any  other  pupil.  A plan  to  effect  this  result  was 
devised  and  put  into  operation  in  St.  Louis  and  Chicago  in  the  early 
seventies,  a plan  of  which  the  distinguishing  features  were  short  class 
intervals  and  frequent  promotions.  This  plan,  or  some  modification 
of  it  retaining  the  essential  features  by  which  it  is  characterized,  has 
since  been  adopted  or  rediscovered  in  a number  of  places,  where  it 
has  stood  with  excellent  results  the  test  of  trial  continued  through  a 
series  of  years. 

Chapter  VII  (pp.  303-356)  contains  a compendium  of  information 
upon  the  introduction  of  this  plan  in  a number  of  places,  beginning 


THE  COMMISSIONER’S  INTRODUCTION. 


XXV 


with  extracts  from  the  St.  Louis  school  reports  from  1869  to  1875, 1 
showing  the  difficulties  encountered  in  the  ordinary  methods  of  grad- 
ing’ and  promotion,  and  giving  an  exposition  of  the  short-interval  sys- 
tem as  introduced  into  the  St.  Louis  schools.  Then  follow  an  account 
of  the  Elizabeth  (New  Jersey)  plan  of  grading,  by  Supt.  William  J. 
Shearer;  the  Seattle  plan  of  promotion  and  classification,  by  Supt. 
Frank  J.  Barnard;  plan  of  the  north-side  schools  of  Denver,  by  Supt. 
J.  H.  Yan  Sickle;  promotion  in  the  grammar  schools  of  Cambridge, 
Mass.,  by  Supt.  Francis  Cogswell;  and  a report  on  the  grading  and 
promotion  of  pupils,  by  John  T.  Prince,  agent  of  the  Massachusetts 
State  board  of  education. 

Common  schools  in  the  Western  States. — In  Chapter  VIXI  (pp.  357- 
450)  Dr.  A.  D.  Mayo  has  investigated  the  development  of  the  common 
school  in  the  Western  States  from  1830  to  the  close  of  the  civil  war. 
Circumstances  of  time  of  settlement,  geographical  location,  and  char- 
acter of  immigrant  population  have  given  rise  to  varied  experiences  in 
different  States  in  the  effort  to  found  a system  of  free  schools.  The 
whole  is  instructive  to  pass  in  retrospect,  and  forms  a valuable  contri- 
bution to  American  educational  history. 

The  Hoy  at  Normal  College  for  the  Blind  in  London. — It  is  coming  to 
be  generally  recognized  that  the  education  of  physically  or  mentally 
defective  children  should  be  made  a charge  upon  the  public  no  less  than 
that  of  normally  constituted  children.  Whatever  currency  this  view 
has  gained  in  Great  Britain,  in  the  case  of  blind  children,  is  due  in  a 
great  measure  to  the  Normal  College  for  the  Blind  in  London,  and  to 
its  founder  and  president,  Dr.  F.  J.  Campbell,  a native  of  Tennessee, 
U.  S.  A.  A sketch  of  this  institution,  with  characteristic  incidents  in  the 
life  of  its  founder,  has  been  prepared  by  Hon.  John  Eaton,  formerly 
United  States  Commissioner  of  Education,  and  forms  the  subject  of 
Chapter  IX  (pp.  451-470).  Dr.  Campbell  has  practically  demonstrated 
that  under  proper  training  the  blind  can  be  made  a capable  and  self- 
supporting  class,  who  may  cherish  most  of  the  aspirations  common  to 
seeing  persons.  His  abilities,  and  the  good  results  which  have  been 
obtained  through  his  methods,  have  won  for  him  the  countenance  and 
cooperation  of  influential  leaders  of  public  opinion  in  England,  so  that 
now  the  college  is  apparently  established  upon  a sound  basis. 

Mental  abnormalities  in  children. — Chapter  X (pp.  471-478)  is  enti- 
tled u Minor  mental  abnormalities  in  children  as  occasioned  by  certain 
erroneous  school  methods.”  The  writer  divides  his  paper  into  four 
parts,  basing  each  part  upon  a distinct  premise. 

His  first  premise  is  that  acquired  characteristics  are  not  transmitted 

^lso  reprinted  in  the  Report  of  this  Office  for  1891-92,  pp.  601-636.  The 
renewed  attention  that  has  been  given  to  this  subject  has  rendered  the  reprinting  of 
it  again  advisable. 


XXVI 


EDUCATION  JREPORT,  1898-99. 


from  the  parent  to  the  child.  The  principal  conclusion  therefrom  is 
that  when  a child  enters  school  it  should  be  taken  for  granted  that  he 
knows  practically  next  to  nothing  of  real  educational  value. 

The  second  premise  is  that  mental  development  occurs  by  stages. 
This  leads  him  to  the  conclusion  that  the  course  of  study  must  be  in  har- 
mony with  the  processes  of  development;  more  depends  on  the  order 
of  studies  than  upon  their  contents;  by  merely  changing  the  order  of 
studies  work  that  formerly  required  seven  3^ears  has  been  done  in  three 
and  one-half  years. 

The  third  premise  is  that  mental  disintegration  attacks  the  higher 
faculties  first,  the  simplest  last.  Fatigue  is  the  most  common  cause  of 
minor  mental  abnormalities  and  close  watch  should  be  kept  for  evi- 
dences of  fatigue. 

The  fourth  premise  is  the  principle  of  localization  of  brain  function. 
A brain  cell  grows  only  through  exercise;  without  growth  it  is  dead. 
Brain  disorderliness  is  due  more  to  one-sidedness  of  methods  of  edu- 
cation than  any  other  cause.  Nature  study  after  the  kind  described  in 
Whittier’s  Barefoot  Boy  is  of  more  value  as  a corrective  and  edu- 
cative force  than  books  alone.  Home  study,  especially  for  young 
children,  is  attended  with  dangers.  Physical  training  is  beneficial  in 
cases  of  brain  disorderliness. 

Miscellaneous  educational  topics. — In  .Chapter  XI  (pp.  479-685)  are 
collected  a number  of  discussions  of  educational  topics,  essays, 
addresses,  etc.,  among  which  are  the  following: 

Military  drill. — An  inquiry  (pp.  479-488)  by  Chancellor  MacCracken, 
of  New  York  University,  into  the  physical  and  moral  benefits  of  mili- 
tary drill.  Dr.  MacCracken  questioned  upon  this  subject  a large 
number  of  principals  of  high  schools,  academies,  and  grammar  schools, 
whose  replies  furnish  a useful  body  of  information  and  opinions. 

Uniform  school  reports. — At  its  Chattanooga  meeting  in  1898,  the 
department  of  superintendence  of  the  National  Educational  Associ- 
ation appointed  a committee  to  report  upon  a uniform  style  of  finan- 
cial school  reports.  The  report  made  by  this  committee  the  ensuing 
year,  containing  among  other  things  the  form  of  financial  report 
recommended  by  them,  is  given  on  pages  489-494. 

Professional  schools. — On  pages  494-502  is  reprinted  from  a pam- 
phlet by  Mr.  Robert  H.  Thurston,  director  of  Sibley  College,  Cornell 
University,  a discussion  on  the  proper  organization  and  conduct  of 
professional  schools  and  on  the  entrance  requirements  which  should  be 
prescribed  for  them.  The  views  of  the  writer  tend  in  the  direction  of 
more  completely  differentiating  technical  and  professional  from  aca- 
demic instruction,  beginning  at  an  early  point  in  the  pupil’s  career, 
and  of  devising  special  adaptations  of  common-school  instruction  for 
children  who  must  early  be  put  to  work. 

Thaddeus  Stevens’s  defense  of  public  schools. — I reprint  in  this 


THE  COMMISSIONERS  INTRODUCTION. 


NX  VII 


Report  (pp.  516-524)  Thaddeus  Stevens’s  speech  in  defense  of  the  pub- 
lic school  system  of  Pennsylvania,  which  forms  one  of  the  most  note- 
worthy contributions  to  educational  discussion.  This  speech  has 
peculiar  claims  to  preservation  on  account  of  its  historical  value  as 
well  as  its  sterling  merits  and  the  decisive  influence  it  exerted,  in  that 
it  saved  the  public  schools  of  Pennsylvania  from  the  overthrow  which 
was  on  the  point  of  being  consummated. 

Consolidation  of  schools. — The  progress  made  in  the  centralization 
of  rural  schools  and  the  conveyance  of  pupils  at  the  public  expense 
has  been  from  time  to  time  noted  in  the  publications  of  this  Office. 
On  pages  526-529  is  given  a statement  by  Mr.  Edward  Erf  of  the  plan 
of  consolidation  adopted  in  Kingsville,  Ohio,  under  which  the  expenses 
of  the  schools  are  said  to  have  been  reduced  nearly  one-half,  the 
attendance  largely  increased,  and  the  quality  of  the  work  done  greatly 
improved. 

College  admission  requirements. — The  new  requirements  for  admis- 
sion to  the  University  of  Illinois  form  the  subject  of  a paper  by  Dr. 
S.  A.  Forbes,  dean  of  the  college  of  science  of  that  institution  (pp. 
529-537).  This  university  has  made  a new  and  noteworthy  departure 
in  introducing  an  elective  system  of  entrance  conditions  carefully 
worked  out  in  all  its  details.  The  institution  has  practically  said: 
“Send  us  capable  pupils,  well  trained,  with  minds  well  stored  with 
something,  and  we  will  not  inquire  too  closely  what  that  something  is.” 

State  universities. — The  position  and  functions  of  State  universities 
in  our  educational  system  has  been  made  by  President  James  B. 
Angell,  of  the  University  of  Michigan,  the  subject  of  an  address  which 
is  reprinted  on  pages  647-655.  The  principal  embarrassments  which 
State  universities  have  to  encounter  are  considered  in  detail,  as  well 
as  some  of  the  advantages  which  have  accrued  to  them  and  to  the  pub- 
lic from  their  peculiar  organization,  particularly  in  the  greater  variety 
of  instruction  they  have  been  enabled  to  furnish  as  compared  with 
most  private  colleges.  These  institutions  have  accomplished  much, 
and  hold  out  the  promise  of  still  larger  usefulness  in  the  future.  Dr. 
Angell  is  of  the  opinion  that  the  one  great  university  in  each  of  the 
Western  States  will  be  the  State  university. 

Material  progress  in  Mexico. — On  pages  659  and  660  are  given  some 
extracts  from  a message  of  President  Diaz,  of  the  date  of  September 
16, 1899,  showing  the  progress  made  in  Mexico  in  recent  years  in  min- 
ing,  agriculture,  railroads,  manufactures,  the  settlement  of  the  public 
lands,  etc.  Especially  noteworthy  is  the  statement  concerning  the 
increased  utilization  of  water  powers  for  the  development  of  electric 
energy,  which  is  transmitted  to  convenient  sites  for  use  where  power 
is  required. 

The  study  of  art  and  literature  in  schools. — In  Chapter  XII  I bring 
together  some  essays  on  the  subject  of  literature  and  art  and  their  func- 


XXVIII 


EDUCATION  REPORT,  1898-99. 


tion  in  the  education  of  the  race.  Some  suggestions  are  made  as  to 
their  introduction  into  the  curriculum  of  the  school. 

The  Western  Literary  Institute.  — Chapter  XIII  (pp.  707-745)  traces 
the  history  of  the  Western  Literary  Institute  from  1831,  at  which  time 
it  originated,  with  the  title  of  College  of  Professional  Teachers,  under 
the  auspices  of  the  Academic  Institute,  which  met  for  the  first  time 
that  }Tear  at  Cincinnati.  The  object  of  the  discussions  was  to  improve 
the  quality  of  the  teaching  given  in  the  public  schools  by  introducing 
a higher  standard  and  requiring  a more  complete  preparation  among 
the  teachers.  The  meetings  were  useful  in  bringing  the  teachers 
together  for  discussion  of  methods  and  for  mutual  acquaintance. 

Local  societies,  or  teachers’  institutes,  were  soon  formed,  which  sent 
delegates  to  the  college.  The  addresses  on  educational  subjects  at  the 
meetings  at  Cincinnati  were  published,  the  college  became  an  active 
factor  in  improving  the  schools  of  the  Western  States  and  the  Mississippi 
Valley,  and  soon  had  branches  or  corresponding  societies  in  neighbor- 
ing States — Kentucky,  Indiana,  and  Illinois. 

The  chapter  gives  extracts  from  some  of  the  addresses  and  discus- 
sions, which  show  the  state  of  education  and  pedagogy  in  the  middle 
W est  nearly  sevent}^  years  ago,  and  the  steps  of  its  progress.  The  col- 
lege came  to  an  end  in  1845,  after  accomplishing  an  important  work. 

The  United  /States  Nanai  Academy. — The  successful  conduct  of  the 
naval  operations  during  the  late  war  with  Spain  furnished  abundant 
evidence  of  the  efficiency  of  the  training  given  to  naval  officers  at  the 
United  States  Naval  Academy.  With  a view  to  determine  what  that 
training  is,  and  whether  it  affords  any  lessons  that  ma}^  be  useful  to 
common-school  officials  and  teachers,  Prof.  Edward  S.  Holden  made 
an  examination  of  the  organization,  administration,  and  methods  of 
instruction  of  the  Naval  Academy,  the  results  of  which  are  embodied 
in  Chapter  XIV  (pp.  747-780). 

Text-hooks  on  arithmetic. — The  annotated  chronological  list  of  Amer- 
ican text-books  on  arithmetic,  by  James  M.  Greenwood  and  Artemas 
Martin,  which  was  begun  in  my  Report  for  1897-98,  is  brought  to  a 
conclusion  in  Chapter  XV  of  the  present  Report  (pp.  781-837).  This 
bibliography  is  a unique  one,  tracing  in  its  fashion  the  evolution  of 
the  arithmetic  book  from  its  crude  beginnings,  and  contains  many 
allusions  of  value  to  the  future  student  of  the  history  of  education. 

Education  in  Italy. — Chapter  XVI  (pp.  839-870)  opens  with  a brief 
history  of  elementary  education  in  Italy  from  the  time  of  the  political 
unification  of  the  country  in  1861  to  the  present.  At  that  period  the 
illiteracy  was  very  high,  over  60  per  cent,  reaching  93  per  cent  in  some 
southern  districts.  Under  Count  Cavour’s  leadership  the  Italian  Par- 
liament made  instruction  compulsory.  The  law  of  1877  enforced  this 
compulsory  instruction  by  requiring  the  appointment  of  teachers  for 
a given  number  of  persons  in  each  commune.  As  a result  of  these 


THE  COMMISSIONER’S  INTRODUCTION. 


XXIX 


laws  there  were,  in  1895-96,  2,589,423  pupils  in  primary  schools,  and, 
adding  the  pupils  in  kindergartens  and  in  private  and  normal  schools, 
the  total  was  3,089,380.  The  total  expenditure  of  the  communes  for 
primary  education  was  $12,150,000,  and  the  illiteracy  had  fallen  to 
55.24  per  cent. 

The  report  of  Prof.  F.  Torraca,  director  of  primary  instruction,  for 
1896,  shows  the  hygienic  condition  of  the  primary  school  buildings  in 
many  communes.  The  municipal  authorities  in  some  instances  were 
opposed  to  making  any  improvements.  The  report  criticises  the  fur- 
niture, apparatus,  and  material.  On  the  other  hand,  the  moral  and 
intellectual  education  of  the  teachers  was  satisfactory,  only  7,280  out 
of  the  50,048  teachers  having  an  education  and  training  below  the 
requirements. 

It  appears  from  the  extracts  taken  from  the  report  of  Professor 
Costelli,  of  the  Italian  department  of  public  instruction,  for  1898,  that 
the  efforts  of  Minister  Bacelli  since  1881  toward  reform  in  education 
have  resulted  in  awakening  emulation  in  all  classes  and  have  created  a 
general  change  in  public  opinion. 

This  chapter  mentions  the  establishment  of  agricultural  and  manual 
training  schools,  which  shows  that  technical  education  is  prospering 
in  Italy.  There  are  also  engineering  schools  connected  with  the  uni- 
versities, the  “schools”  being  faculties  on  a par  with  those  of  law  and 
medicine.  The  secondary  classical  schools  are,  moreover,  becoming 
“modernized”  by  changes  in  the  programme. 

The  statistics  show  that  in  1896  there  were  77,267  students  regis- 
tered in  the  secondary  classical  schools  and  47,504  in  the  technical 
schools  and  technical  institutes,  besides  44,778  pupils  in  the  various 
industrial  and  commercial  schools.  These  figures  are  significant. 

The  chapter  closes  with  a discussion  of  the  question,  which  is  agitat- 
ing the  university  world  in  Europe,  of  limiting  classical  education, 
from  which  discussion  and  the  bill  following  it  appears  that  in  Italy 
the  limitation  will  be  attempted  by  checking  admission  to  the  univer- 
sities while  making  the  latter  independent.  The  bill,  which  was  very 
progressive  and  introduced  many  reforms  in  the  direction  of  enlarged 
scientific  study,  freedom  of  teaching,  and  independence  of  the  church, 
aroused  great  opposition  and  failed  to  pass  in  1898. 

Training  for  railway  service. — Chapter  XVII  (pp.  871-955),  prepared 
by  Mr.  J.  Shirley  Eaton,  the  statistician  of  the  Lehigh  Valley  Rail- 
road, contains  a report  on  educational  training  for  railroad  service. 
The  compiler,  after  stating  the  general  relation  of  higher  education  to 
railroad  operations,  shows  to  what  extent  (1)  higher  mechanical 
instruction,  (2)  instruction  in  civil  engineering,  (3)  higher  commercial 
education,  and  (4)  university  and  college  education  have  been  special- 
ized for  railroad  service.  He  then  advocates  a more  complete  special- 
ization through  the  establishment  of  schools  of  different  grades  whose 


XXX 


EDUCATION  EEPOKT,  1898-99. 


main  object  will  be  to  provide  railroads  with  men  prepared  for  their 
service.  He  shows  what  the  existing  institutions  of  learning  are  doing 
for  railroad  men  and  for  those  who  intend  to  become  such.  Minute 
information  on  this  point  is  offered  and  numerous  authoritative  utter- 
ances are  quoted.  In  discussing  the  different  functions  and  qualifica- 
tions of  railroad  employees,  he  arrives  at  the  conclusion  that 
“railroading”  is  a profession  for  which  special  preparation  is  necessary. 

But  while  it  would  seem  impossible  for  Government  authority,  be 
it  Federal  or  State,  to  provide  for  the  special  education  of  railroad 
men,  the  writer  thinks  it  most  judicious  and  wise  for  railroads  them- 
selves to  provide  the  means  for  such  an  education,  as  it  is  in  their  own 
interest,  but  might  not  be  in  the  general  interest  of  the  Government. 
The  answers  by  railroad  officials  to  a series  of  inquiries  are  instructive, 
since  they  reflect  the  views  of  these  men  with  reference  to  a special- 
ized railroad  education. 

University  extension  in  Great  Britain . — In  Chapter  XV HI  (pp.  957- 
1055)  Prof.  Herbert  B.  Adams,  of  Johns  Hopkins  University,  con- 
tributes a review  of  the  many  efforts  that  have  been  made  in  England 
to  bring  higher  education  within  reach  of  the  masses.  His  compila- 
tion on  “University  extension  in  Great  Britain”  commends  itself  by 
its  great  number  of  instructive  details.  He  calls  attention  to  the  fact 
that  the  educational  facilities  offered  to  the  poor  in  England  have 
been,  as  an  inevitable  law  of  affairs,  taken  possession  of  by  the  higher 
classes.  Various  waves  of  extension  are  passed  in  review.  Then  fol- 
lows a statement  of  the  defects  of  English  universities,  which  are  set 
forth  in  quotations  from  English  scholars.  The  third  section  deals 
with  academic  pioneers  in  the  form  of  brief  but  comprehensive  biog-- 
raphies.  This  is  followed  by  a description  of  some  famous  institutions, 
such  as  the  Workingmen’s  College.  Charles  Kingsley  and  Christian 
socialism,  the  London  colleges,  and  the  liberal  movement  of  1848  are 
duly  considered.  Section  6 deals  with  university  reforms  since  1850, 
and  properly  emphasizes  the  efforts  made  in  behalf  of  the  poor.  The 
university  extension  instituted  by  Cambridge  University  gives  oppor- 
tunities to  show  what  the  English  have  done  in  behalf  of  higher  educa- 
tion for  women.  The  London  Society  for  the  Extension  of  University 
Teaching,  the  Oxford  efforts  in  the  same  direction,  local  college  exten- 
sion, and,  finally,  the  work  of  extension  emanating  from  the  universities 
in  Scotland  are  considered. 

It  is  surprising,  when  looking  over  the  sum  total  of  this  work  of 
university  extension,  to  see  what  energy  and  means  arc  expended  in 
raising  the  masses  to  a higher  intellectual  and  moral  level.  Great 
Britain  has  set  Europe  an  example  which  the  Germans,  first  of  all  con- 
tinental nations,  imitated.  Berlin,  Leipsic,  Munich,  and  Vienna,  as 
well  as  a number  of  smaller  universities,  have  begun  the  work  of 


XXXI 


THE  COMMISSIONER’S  INTRODUCTION. 

extension,  but  as  yet  their  efforts  are  feeble  compared  with  the  work 
in  Great  Britain  and  the  United  States. 

Bird’s-eye  view  of  the  St.  Louis  school  system. — In  Chapter  XIX,  I 
reprint  from  a report  of  the  board  of  public  schools  in  St.  Louis  a 
summary  statement  of  the  organization  and  management  of  the  city 
school  system  (prepared  by  myself  in  1876  and  revised  from  year  to 
year).  It  may  be  instructive  to  those  who  seek  sources  of  information 
regarding  city  school  systems. 

School  gardens. — Chapter  XX  contains  an  English  translation  of  an 
article  on  school  gardens  by  Mr.  E.  Gang,  the  director  of  a school 
garden  in  Triptis,  Thuringia,  Germany.  After  a brief  historic  review, 
of  much  interest  and  detailed  information  as  to  number  and  size  of 
such  gardens  in  different  countries,  the  author  discusses  their  arrange- 
ment; he  specifies  the  sections  that  should  be  formed  in  every  school 
garden,  their  management,  and  the  work  to  be  done  in  them;  he  sug- 
gests how  the  teacher  may  instruct  in  the  gardens,  what  plants  are  to 
be  cultivated,  and  how  to  best  employ  the  children’s  desire  for  self- 
activity.  The  article  closes  with  an  argument  concerning  the  educa- 
tional and  economic  significance  of  school  gardens.  This  chapter  will 
be  especially  serviceable  to  those  who  are  actually  engaged  in  estab- 
lishing school  gardens,  inasmuch  as  they  will  find  in  it  not  only  the 
general  principles  involved,  but  also  minute  information  as  to  how  to 
lay  out  a school  garden,  what  to  plant  in  it,  and  how  to  utilize  the 
garden  for  purposes  of  instruction. 

Education  in  France.- — Chapter  XXI  (pp.  1085-1138)  gives  a concise 
but  clear  summary  of  the  French  organization  of  education. 

The  term  “ university  ” is  used  in  France  in  a peculiar  way,  and  would 
be  apt  to  create  confusion  in  the  mind  of  an  American  reader,  who  is 
accustomed  to  it  only  as  applied  to  particular  institutions,  as  is  the 
case  generally  in  the  United  States  and  Germany.  The  French  speak 
of  the  whole  State  educational  system  as  the  University  of  France, 
which  is  subdivided  into  seventeen  academies,  each  including  what  the 
Germans  or  English  would  call  a “university,”  with  associated  lycees 
and  colleges  and  the  primary  schools  within  its  limits. 

Formerly  in  each  academy  there  were  “faculties”  of  law,  philoso- 
phy, etc.,  which  were  groups  of  university  professors,  and  these 
“faculties”  were  transformed  into  organic  universities  by  the  law  of 
1896.  These  universities  have  a large  measure  of  independence, 
manage  their  own  affairs,  and  grant  degrees  independently  of  the 
state. 

The  tendency,  which  is  now  almost  universal,  toward  technical  and 
scientific  studies  is  noticeable  in  the  new  universities.  Large  labora- 
tories are  being  constructed,  and  some  of  the  smaller  universities  may 
even  become  technical  institutions  of  high  grade. 


XXXII 


EDUCATION  REPORT,  1898-99. 


There  were  28,782  students  at  the  French  universities  in  1897-98, 
and  the  expenditure  on  their  account  was  $2,772,001.  The  greater 
number  of  students  were  in  the  law  faculties,  viz,  9,371;  in  the  u sci- 
ences” proper  there  were  3,541,  the  rest  attending  the  faculties  of 
letters  (3,643),  medicine  (7,462),  and  pharmacy  (3,326). 

Provision  has  been  made  whereby  foreign  students  can  take  degrees 
at  the  universities  without  passing  certain  lower  grades  required  of 
French  students. 

The  total  expenditure  for  primary  instruction  at  the  date  of  the  last 
statistics  published  (1895)  was  $37,890,173,  which  was  at  the  rate  of  98 
cents  to  each  individual  of  the  population.  The  total  enrollment  was 
5,533,511. 

An  antialcoholic  movement  was  inaugurated  in  the  primary  schools 
in  1897,  of  which  the  chapter  gives  a full  account.  Particularly  notice- 
able is  the  temperance  in  statement  enjoined  upon  the  teachers.  They 
are  warned  not  to  excite  the  imagination  of  the  children  by  exagger- 
ated pictures  of  the  evils  of  intemperance. 

The  continuation  of  education  after  leaving  school  by  means  of 
schools  for  adults — lectures  on  art,  history,  and  scientific  subjects — has 
been  taken  up  in  France  with  characteristic  taste,  and  a brief  notice  of 
the  movement  is  given  in  this  chapter. 

The  influence  of  the  Republic  in  making  primary  public  education 
compulsory  and  secular  is  shown  in  secondary  education  in  the  greater 
freedom  and  initiative  allowed  the  professors.  There  has  been  a pro- 
nounced tendency  toward  u modernizing”  instruction  like  that  shown 
everywhere  else  in  Europe.  The  discussion  of  this  question  and  others 
connected  with  it  was  promoted  by  a series  of  questions  put  by  the 
commission  appointed  for  the  purpose,  which  questions,  with  the 
depositions  received  by  the  commission,  are  given  in  the  text.  Depo- 
sitions on  the  defects  of  the  secondary  system  were  made  by  some  of 
the  most  distinguished  French  savants  and  writers,  such  as  Messrs. 
Berthelot,  Lavisse,  and  Break  That  of  Brother  Justinus,  secretary- 
general  of  the  Christian  Brothers,  is  in  effect  an  account  of  the  history 
and  working  of  the  schools  of  the  order,  which  will  be  interesting  in 
this  country  on  account  of  the  recent  order  forbidding  these  schools 
to  teach  Latin  in  the  United  States. 

The  total  enrollment  in  the  secondary  schools  (lycees  and  colleges) 
and  church  and  private  schools  of  the  same  grade  was  182,221  in  1897. 

This  office  is  much  indebted  to  Prof.  E.  Levasseur  for  his  continued 
courtesy  in  sending  valuable  statistical  information  as  to  the  school 
system  of  France.  His  own  labors  are  among  the  most  valuable  in 
the  world  that  go  to  elucidating  educational  problems  by  statistics. 

‘ ‘Bibliography  of  Confederate  text-books .” — Dr.  Stephen  B.  Weeks 
presents  in  his  u Bibliography  of  Confederate  text-books”  (Chapter 
XXII)  an  interesting  phase  of  the  civil  war.  Prior  to  secession  manu- 


THE  COMMISSIONER’S  INTRODUCTION. 


XXXIII 


facturing  received  but  little  attention  in  the  South.  The  making  of 
books,  particularly,  was  a thing  almost  unknown;  the  cultivated  men 
of  that  section  were  for  various  reasons  not  much  given  to  authorship, 
and  when  one  of  them  did  produce  a work  for  publication  it  usually 
saw  the  light  through  the  medium  of  a Northern  publisher.  But 
the  closing  of  the  Southern  ports  and  the  extension  of  the  lines  of  the 
Union  armies  along  the  whole  of  the  northern  border  of  the  Confed- 
eracy almost  completely  shut  out  the  ordinary  sources  of  suppty  of 
manufactured  articles  of  all  sorts.  Even  if  there  had  been  no  preju- 
dice in  the  minds  of  the  Southern  people  against  Northern  books  and 
wares,  it  was  well-nigh  impossible  to  get  them  into  the  country. 
Home  industry  had  to  supply  the  deficiencies.  Richmond,  Atlanta, 
Columbus,  Montgomery,  and  other  Southern  cities  speedily  lost  their 
characteristics  as  markets  for  agricultural  products  and  became  busy 
manufacturing  centers  instead.  The  writing  and  printing  of  books 
was  stimulated  along  with  other  lines  of  industry,  though  naturally 
to  a less  extent  than  the  rest.  The  result,  so  far  as  text-books  were 
concerned,  is  shown  in  Dr.  Weeks’s  bibliography.  In  view  of  the 
lack  of  experience  and  of  facilities  for  such  work,  the  demoralized 
condition  of  the  country,  and  the  necessary  neglect  of  all  things  not 
directly  pertaining  to  the  prosecution  of  the  war,  the  list  is  surpris- 
ingly  long. 

Educational  journals  and  educational  directory. — In  Chapters  XXIII 
and  XXIY  I have  printed  the  educational  directory  containing  the 
addresses  of  school  officers  together  with  the  titles  and  addresses  of 
the  educational  journals  printed  within  the  United  States. 

Economic  geography. — Applied  (or  economic)  geography  forms  the 
subject  of  Chapter  XX Y.  It  contains  in  addition  to  quotations  which 
attempt  to  represent  authoritative  American  opinion  a reprint  of  an 
essay  by  Dr.  A.  J.  Herbertson,  lecturer  in  Edinburgh,  Scotland,  on 
industrial  and  commercial  geography,  in  which  the  author  points  out 
the  great  importance  of  applied  geography  and  gives  a review  of  the 
status  of  this  branch  of  studj^  in  the  various  countries  of  the  Old  and 
the  New  W orld. 

A review  of  Swedish  gymnastics. — The  4 4 warfare  of  the  systems” 
which  marked  the  discussions  of  physical  training  a few  years  ago 
appears  to  have  practically  died  out.  It  is  recognized  that  the  essen- 
tial aims  of  all  the  recognized  systems  are  identical,  and  that  the 
differences  are  in  details,  which  are  for  the  most  part  of  little  impor- 
tance. Heated  disputes  by  the  partisans  of  this  system  and  that  have 
given  place,  therefore,  to  more  profitable  discussions  on  a higher  plane. 

44  Physical  training”  has  come  to  mean  more  than  mere  gymnastics; 
it  now  includes  much  that  lies  within  the  domain  of  the  science  of 
medicine.  The  size  and  fit  of  school  desks,  cleanliness  of  floors,  the 
color  of  walls,  and  sanitation  of  buildings  generally,  as  well  as  neat- 
ed  99 III 


XXXIV 


EDUCATION  REPORT,  1898-99. 


ness  of  person,  defects  in  eyesight  and  hearing,  contagious  diseases, 
and  bodily  deformities  have  all  received  and  continue  to  receive  effec- 
tive attention  from  officials  whose  titles  imply  the  direction  of  bodily 
exercises  alone.  Much  of  this  has  been  obviously  due  to  the  plain 
necessity  and  general  demand  for  medical  inspection  of  schools.  In 
some  instances  it  has,  in  fact,  amounted  to  that.  Gymnastics  has  not 
been  neglected,  however,  in  this  expansion  of  ideas,  and  arguments 
in  favor  of  the  several  systems  have  not  ceased,  for  the  time  has  not 
yet  come  for  an  obliteration  of  their  peculiar  characteristics.  But 
these  arguments  are  without  acrimony,  are  constantly  becoming  more 
liberal  in  tone  and  broader  in  scope,  and  even  now  what  is  justly  said 
for  one  system  is  in  its  essential  particulars  true  of  all.  This  is  cer- 
tainly the  case  with  the  paper  of  Mr.  Theodore  Hough  on  Swedish 
gymnastics  (Chapter  XXVI).  Though  not  purporting  to  be  such,  it 
is  an  excellent  exposition  of  the  purpose  of  school  gymnastics  in  gen- 
eral, and  only  when  the  writer  touches  upon  characteristic  features  of 
the  Swedish  system  are  his  statements  of  limited  application.  I copy 
it  from  the  Yearbook  of  the  Normal  Training  School  for  Teachers  of 
Physical  Training,  established  and  endowed  by  the  late  Mrs.  Mary 
Hemenway,  whose  life  was  devoted  to  unceasing  efforts  to  elevate  the 
tone  of  popular  education  and  to  ennoble  it  by  patriotism,  historic 
studies,  wiser  attention  to  health,  and  to  an  education  in  economic  arts. 

Duty  of  the  col  wed  educated  class.  — In  Chapter  XXVII  is  reprinted 
an  address  by  Dr.  A.  D.  Mayo  on  “The  opportunity  and  obligation 
of  the  educated  class  of  the  colored  race  in  the  Southern  States.” 

Education  and  crime. — In  Chapter  XXVIII I have  brought  together 
a variety  of  treatises  relating  to  education  and  its  effects  on  crime, 
most  of  them  noteworthy,  either  as  attacks  on  or  defenses  of  the  schools 
as  preventives  of  crime. 

Education  in  Canada. — The  noticeable  historical  and  statistical 
features  in  the  chapter  on  education  in  Canada  (Chapter  XXIX)  are 
as  follows:  The  right  to  legislate  on  education  Tvas  granted  to  the 
separate  governments  of  the  Dominion  by  the  British  North  American 
act  of  1867.  The  mode  of  dealing  with  the  question  of  religious 
instruction  was  thus  left  to  each  colony  to  decide  for  itself.  The 
control  of  the  schools  is  now  divided  between  the  central  and  the  local 
authorities,  but  not  equally,  since  in  some  provinces  (in  Ontario,  for 
instance)  the  central  predominates,  while  in  others  the  local  authority 
has  independent  action.  The  elementary  schools  are  secular  in  all 
provinces  except  Ontario  and  Quebec.  In  Ontario  there  is  provision 
for  separate  schools  for  Protestants  and  for  Roman  Catholics  when 
desired,  but  little  advantage  has  been  taken  of  the  provision,  the  vast 
majority,  over  91  per  cent,  of  the  children  attending  nonsectarian 
public  schools.  In  Quebec,  on  the  other  hand,  the  schools  are 
sectarian,  and  provision  is  made  for  the  separate  control  of  the  Roman 


THE  COMMISSIONER’S  INTRODUCTION. 


XXXV 


Catholic  and  Protestant  schools,  the  Catholics  in  1896-97  enrolling’ 
more  than  86.6  per  cent  of  all  elementary  school  children.  In  the 
Northwest  Territories,  also,  provision  is  made  for  separate  schools. 
The  division  of  the  townships  into  school  districts  with  school  trustees 
elected  by  the  proper  taxpayers,  and  the  requirement  that  the  teachers 
should  have  government  diplomas,  facilitate  the  administration  of  the 
elementary  schools. 

The  legislative  grant  for  elementary  schools  in  Ontario  for  1897  was 
$366,538,  and  the  income  from  local  sources  $4,621,617;  in  Quebec  in 
1898  the  corresponding  amounts  were  $170,000  and  $1,425,986;  in  New 
Brunswick,  $163,022  and  $320,807;  Nova  Scotia,  $182,500,  besides  a 
special  fund  of  $7,670  for  poor  schools.  In  the  remaining  provinces 
the  schools  are  also  supported  by  provincial  grants  and  local  taxes.  The 
total  expenditure  for  the  Dominion  was  $8,625,149.  The  expenditure 
per  capita  of  the  enrollment  ranged  from  $20.21  in  Manitoba  to  $7.46 
in  Prince  Edward  Island. 

Higher  education,  which  is  represented  by  universities,  colleges, 
and  academies,  is  in  a flourishing  condition.  Besides  the  old-established 
universities,  dating  from  1790,  1800,  and  1821,  which  are  famous  for 
the  scientific  reputation  of  some  of  their  teachers  and  the  attainments 
and  talents  of  their  graduates,  there  are  seven  universities  dating  from 
the  middle  of  this  century. 

There  are,  besides,  15  colleges,  16  so-called  classical  colleges  in 
Quebec,  which  are  a combination  of  school  and  college,  7 ladies’ 
colleges,  1 academy,  and  4 agricultural  colleges.  The  foregoing  are 
public  institutions  and  are  exclusive  of  24  denominational  private 
schools  not  empowered  to  grant  degrees. 

Education  is  receiving  increased  attention  in  the  Dominion,  as  is 
shown  by  the  discussions  of  such  subjects  as  “ Uniformity  in  teaching,” 
“Extension  of  technical  education,”  “Lack  of  male  teachers,”  and 
others  of  a practical  nature  which  are  incorporated  in  the  chapter.  It 
concludes  with  a history  of  education  in  upper  Canada. 

William  Preston  Johnston. — The  eminent  services  rendered  by  the 
late  president,  William  Preston  Johnston,  of  Tulane  University,  to 
Southern  education  make  it  peculiarly  appropriate  to  place  on  record 
a general  survey  of  his  work  and  of  the  results  he  achieved,  such  as  is 
given  in  Chapter  XXX,  from  the  pen  of  Dr.  A.  D.  Mayo. 

President  Johnston’s  tact,  sound  judgment,  and  clear  appreciation 
of  the  agencies  to  be  made  use  of,  emphasized  by  his  commanding  per- 
sonality, enabled  him  to  effect  reforms,  both  in  higher  education  and 
in  the  public-school  system,  which  in  the  ordinary  course  of  events 
would  have  been  the  result  only  of  a slow  process  of  development. 

Alaska  repoi't. — In  Chapters  XXXI  and  XXXII  Rev.  Sheldon 
Jackson  gives  a history  of  the  operations  of  this  office  in  Alaska  for 
the  year  and  a detailed  account  of  the  experiment  of  introducing  rein- 


XXXVI 


EDUCATION  REPORT,  1898-99. 


deer  and  teaching  the  natives  the  arts  of  herding  and  teaming.  The 
recent  gold  discoveries  in  northwest  Alaska  haA^e  increased  the  need 
for  teamsters  and  created  a demand  for  food  Avhich  a thousand  herds 
could  not  more  than  supply. 

Consular  reports. — The  chapter  of  Consular  Reports  (Chapter 
XXXIII)  is  more  A^aried  in  contents,  though  the  separate  contribu- 
tions are  briefer  than  in  former  years. 

Foreign  universities. — In  Chapter  XXXIV  the  customary  list  of 
foreign  universities  and  other  institutions  for  higher  education  is 
inserted.  It  shows  important  accessions  to  the  number  of  such  insti- 
tutions and  a greatly  increased  attendance. 

City  school  systems. — In  regard  to  city  school  systems  (Chapter 
XXXVI),  the  year  just  passed  has  been  marked  by  a reaction  against 
some  of  the  tendencies  and  methods  that  have  been  conspicuous  for 
several  years  past.  What  has  been  termed  the  “new  education”  has 
been  subjected  to  more  criticism  and  attacks  than  in  any  previous 
year.  From  the  first  the  “new  methods”  haA^e  been  consistently  and 
earnestly  opposed  by  a large  proportion  of  the  members  of  the  teach- 
ing profession,  but  for  the  most  part  the  public  at  large  have  remained 
in  an  attitude  of  indifference.  During  the  last  year,  however,  it  is  a 
noteworthy  fact  that  the  protests  and  the  criticisms  have  come  not 
from  school  men  principally,  but  from  the  press  and  from  the  patrons 
of  the  schools. 

There  has  been,  too,  a great  deal  of  opposition — more  marked  this 
year  than  usual — to  the  further  extension  of  a certain  kind  of  supeiwi- 
sion,  namely,  that  of  “special  teachers.”  One  citjr,  Milwaukee,  has 
entirety  discontinued  such  supeiwision,  others  haATe  materially  reduced 
the  number  of  specialists  employed,  and  in  still  others  recommenda- 
tions of  superintendents  to  the  same  effect  Avill  undoubtedly  result  in 
still  further  reduction  in  the  near  future.  Questions  of  economy  have 
naturally  had  their  part  in  this  movement,  but  such  a consideration 
would  scarcely  have  had  much  weight  in  this  time  of  improved  finan- 
cial conditions  and  prospects  Avere  it  not  for  the  belief  that,  with  the 
better  preparation  of  teachers  now  demanded,  special  supervisors  are 
of  distinctly  less  value  than  formerly. 

The,  lack  of  the  usual  yearly  increase  in  school  enrollment  and  attend- 
ance in  cities  is  a noteworthy  phenomenon  deAreloped  by  the  statistics 
of  1898-99.  Some  of  the  cities  show  an  actual  decrease,  and  in  nearly 
all  the  rest  the  increase  is  considerably  below  the  usual  rate.  Private 
schools  have  grown  at  a relatively  greater  rate  than  public  schools,  but 
not  enough  to  bring  the  total  increase  up  to  its  accustomed  proportions. 

The  reason  for  this  relative  falling  off  is  not  easily  found.  A feAA7  of 
the  superintendents  have  suggested  causes  that  seemed  to  them  ade- 
quate in  their  respective  cities,  but  none  are  sufficient  to  coATer  the 
whole  ground.  They  refer  generally  to  contagious  diseases,  A^accina- 


THE  COMMISSIONER’S  INTRODUCTION. 


XXXVII 


tion,  and  the  like — incidents  of  child  life  which  may  be  considered  as 
uniform  in  the  country  at  large  from  year  to  y ear. 

If  only  the  total  enrollment  were  considered,  it  would  be  reasonable 
to  suppose  that  the  return  of  prosperous  times  has  increased  the  oppor- 
tunities for  employment  and  caused  the  withdrawal  of  many  school 
children  on  that  account.  That  was  undoubtedly  to  be  expected,  and 
has  probably  happened  in  many  cases.  But  if  that  were  the  cause  of 
the  general  absence  of  the  accustomed  increase  in  school  attendance, 
then  the  high  schools  would  show  the  effect  most,  sifice  the  oldest 
children  are  the  first  to  be  withdrawn  under  such  circumstances.  But 
in  nearly  every  case  the  high  schools  have  grown  at  a greater  ratio 
than  the  elementary  schools.  That  fact  would  seem  to  set  aside  the 
explanation  under  consideration. 

The  only  remaining  supposition  that  would  be  justified  by  the  evi- 
dence and  broad  enough  to  cover  the  case  is  that  there  has  been  a 
temporary  check  in  the  growth  of  the  cities  themselves.  In  view  of 
the  history  of  the  movement  of  population  for  the  last  hundred  years 
that  would  seem  a violent  presumption,  but  there  is  reason  to  believe 
that  it  is  well  founded.  The  school  censuses  available  show  but  little 
increase  as  a rule,  and  in  several  cases  the  evidence  of  the  city  direc- 
tories tends  to  the  same  conclusion. 

Higher  education. — The  usual  statistics  concerning  higher  education 
are  given  in  Chapter  XXXVII.  These  show  that  103,251  students 
were  enrolled  in  the  undergraduate  and  graduate  departments  of  uni- 
versities and  colleges,  an  increase  of  2,193  over  the  number  of  the  pre- 
ceding year.  The  degree  of  doctor  of  philosophy  was  conferred  dur- 
ing the  year  on  336  persons,  11  of  whom  received  it  as  an  honorary 
degree.  In  view  of  the  great  interest  now  being  manifested  in  gradu- 
ate  work,  the  requirements  for  the  Ph.  D.  degree  in  72  institutions  have 
been  compiled  and  given  in  this  chapter. 

The  benefactions  to  institutions  for  higher  education  were  unusually 
large — $21,925,436.  Of  this  amount  $11,000,000  were  received  by 
the  Leland  Stanford  Junior  University  and  $1,544,330  by  Harvard 
University. 

The  income  for  the  year  amounted  to  $27,739,154,  of  which 
$10,924,415  were  derived  from  tuition  and  other  fees  from  students, 
and  the  remainder  from  investments,  State  and  municipal  appropria- 
tions, and  miscellaneous  sources. 

The  University  of  Chicago  has  established  a new  degree,  that  of 
associate,  to  be  granted  to  students  who  have  completed  the  work  of 
the  junior  colleges,  embracing  the  work  usually  included  in  the  fresh- 
man and  sophomore  years.  The  reasons  for  the  establishment  of  the 
degree,  as  stated  by  President  Harper,  are  given  in  full  in  this  chapter. 

In  the  last  twenty-five  years  the  number  of  inhabitants  in  the  United 
States  in  each  million  who  have  taken  up  higher  education  has  risen 


XXXVIII 


EDUCATION  REPORT,  1898-99. 


from  590  to  1,215.  The  number  of  women  has  increased  from  112  to 
323  in  a million  in  the  past  twelve  years.  In  the  same  time  the  stand- 
ard of  higher  education  has  been  raised  by  the  addition  of  nearly  a 
year’s  work  required  for  admission  to  the  university.  The  American 
college  or  university  course  takes  up  about  a year  or  a year  and  a 
quarter  of  the  work  that  is  required  in  the  French  college  or  lycee 
or  the  German  gymnasium.  In  reducing  the  numbers  registered 
in  American  colleges  and  universities  to  the  European  standard  it  is 
necessary  to  deduct  about  30  per  cent  from  the  number  reported  as 
enrolled  in  higher  education.  It  would  seem,  therefore,  that  after 
deducting  the  women  students  the  increase  of  students  is  very  large — 
over  50  per  cent. 


1887- 88 

1888- 89 

1889- 90 

1890- 91 

1891- 92 

1892- 93 


Women  college  students  to  each  1,  GOO,  000  persons. 


. 112 

1893-94 . . 

. 129 

1894-95 . . 

. 163 

1895-96 . . 

. 185 

1896-97 . . 

. 202 

1897-98 . . 

. 223 

1898-99 . . 

256 

263 

295 

291 

308 

323 


Professional  education  (Chapter  XXXVIII). — In  the  163  schools  of 
theology  there  are  enrolled  8,261  students;  in  the  96  law  schools,  11,874 
students;  in  the  151  schools  of  medicine,  23,778  students.  There  are 
50  schools  of  dentistry  with  7,354  students,  and  51  schools  of  phar- 
macy with  3,551  students. 

In  the  ten  years  from  1889  to  1899  theological  students  increased 
only  18  per  cent,  while  law  students  increased  204  per  cent. 

The  pupils  in  nurse  training  now  number  10,018  in  393  schools, 
nearly  all  of  which  have  courses  of  two  years. 

Land-grant,  colleges . — In  Chapter  XXXIX  are  given  the  usual  sta- 
tistics furnished  by  the  presidents  of  the  several  colleges,  universities, 
and  other  institutions  endowed  by  the  acts  of  Congress  of  July  2, 1862, 
and  August  30,  1890,  accompanied  by  extracts  from  the  presidents’ 
reports  showing  an}7  changes  or  improvements  during  the  year.  In 
view  of  the  increased  attention  devoted  to  practical  work  in  dairying, 
an  outline  of  the  course  of  study  in  that  branch  in  a number  of  col- 
leges, as  well  as  a description  of  the  equipment  for  such  instruction, 
is  given  in  this  chapter. 

Normal  schools. — The  number  of  persons  in  the  United  States 
engaged  in  teaching,  from  kindergarten  to  university,  exceeds  485,000. 
Preparing  to  enter  the  ranks  of  this  vast  army  there  were  in  institu- 
tions of  various  grades  93,687  students  pursuing  training  courses  for 
teachers  during  the  scholastic  year  ending  June,  1899.  Of  this  num- 
ber, 44,808  were  in  the  166  public  normal  schools  reporting  to  this 
Office,  as  shown  in  Chapter  XL.  The  number  of  normal  students  in  165 


THE  COMMISSIONER’S  INTRODUCTION. 


XXXIX 


private  normal  schools  was  23,572.  There  were  students  in  teachers’ 
courses  to  the  number  of  9,491  in  235  colleges  and  universities.  In 
541  public  high  schools  there  were  8,930,  and  in  378  private  high 
schools  and  academies  6,886  students  pursuing  such  courses.  Divided 
according  to  control,  56,279  normal  students  were  in  739  public  insti- 
tutions and  37,408  in  749  private  schools. 

The  number  of  students  graduating  from  the  teachers’  training 
courses  of  the  public  and  private  normal  schools  in  1899  was  11,175. 
The  normal  graduates  of  other  institutions  were  not  reported  to  this 
Office,  but  it  may  be  estimated  that  the  number  of  students  graduating 
from  normal  courses  in  all  the  institutions  named,  including  the  nor- 
mal schools,  was  not  less  than  15,300.  But  this  number  does  not  rep- 
resent the  entire  number  required  to  fill  the  vacancies  in  the  teaching 
force  of  the  country  each  year.  Thousands  leave  the  normal  schools 
after  one  year’s  study  and  begin  the  work  of  teaching,  while  thousands 
more  join  the  ranks  from  other  institutions. 

The  most  significant  fact  pointed  out  in  the  chapter  on  the  statistics 
of  normal  schools  is  the  stead}^  increase  of  State  appropriations  from 
3^ear  to  year  for  the  support  of  public  normal  schools.  In  1889-90 
these  schools  received  for  running  expenses  $1,312,419;  for  1894-95 
the  aggregate  appropriation  for  the  same  purpose  was  $1,917,375,  and 
in  1898-99  the  aggregate  was  $2,510,934. 

Secoiidary  schools. — The  secondary  school,  or  high  school,  is  under- 
stood to  begin  where  the  elementary  school  ends.  Having  successfully 
completed  the  course  of  study  in  the  common  branches  prescribed  for 
the  eight  years,  or  grades,  of  the  elementary  schools,  the  pupil  is  ready 
to  begin  the  four  years’  course  of  secondaiy  studies  prescribed  for  the 
high  school.  Among  the  secondaiy  studies  may  be  mentioned  algebra, 
geometry,  trigonometry,  physics,  chemistry,  general  history,  Latin, 
Greek,  and  modern  languages.  It  is  true  that  in  some  city  elementary 
schools  a beginning  is  made  in  the  eighth  grade  in  algebra  and  Latin, 
but  these  are  typical  high- school  studies. 

During  the  year  ending  June,  1899,  there  were  enrolled  in  the 
various  classes  of  institutions  reporting  to  this  Office  655,227  secondary 
students,  a gain  of  29,112  over  the  preceding  year.  As  shown  in 
Chapter  XLI,  these  students  were  distributed  as  follows:  476,227  in 
public  high  schools,  103,838  in  private  high  schools  and  academies, 
54,405  in  the  preparatory  departments  of  colleges  and  universities, 
12,995  in  secondary  courses  in  public  and  private  normal  schools,  and 
7,762  in  manual  training  schools.  In  localities  in  most  of  the  States 
where  high  schools  are  not  accessible  there  are  many  students  pursuing 
secondary  studies  under  the  direction  of  teachers  of  the  elementary 
schools.  These  students  and  others  not  reported  may  exceed  in  num- 
ber 20,000,  so  that  it  is  safe  to  estimate  the  number  of  secondary 
students  in  the  United  States  at  675,000  for  the  year  1898-99. 


EDUCATION  REPORT,  1898-99. 


XL 

For  the  year  mentioned  there  were  5,495  public  high  schools  and 
1,957  private  high  schools  and  academies  reporting  to  this  Office.  The 
statistics  of  these  7,452  secondary  schools  are  given  in  detail  in  Chap- 
ter XLI  and  analyzed  in  the  summaries  of  that  chapter.  There  was 
an  increase  of  180  in  the  number  of  public  high  schools  and  an  increase 
of  26,627  in  the  number  of  secondary  students  attending  the  public 
high  schools,  or  nearly  6 per  cent,  over  the  preceding  year.  This 
rate  of  increase  was  less  than  the  year  before,  when  it  was  nearly  10 
per  cent.  The  number  of  private  high  schools  and  academies  report- 
ing was  less  by  33  than  in  1897-98,  and  there  was  a falling  off  of  1,387 
in  the  number  of  students. 

The  7,452  public  and  private  secondary  schools  had  28,128  teachers 
and  580,065  secondary  students,  249,027  males  and  331,038  females. 
This  was  an  increase  of  7,668,  or  about  3 per  cent,  in  the  number  of 
males  and  of  17,572,  or  more  than  5J-  per  cent,  in  the  number  of 
female  students.  The  increase  in  the  ratio  of  female  students  in  the 
secondary  schools  has  been  continuous,  with  few  exceptions,  since 
1889-90.  That  }'ear  the  percentage  of  female  students  was  54.97.  In 
1894-95  it  had  reached  57,  but  the  next  year  decreased  to  56.60  and 
the  next  to  56.16.  In  1897-98  the  percentage  of  female  students  was 
56.50,  and  in  1898-99  it  was  57.07,  the  highest  }^et  recorded  by  this 
Bureau. 

The  graduates  of  1899  number  68,330,  or  nearly  12  per  cent  of  the 
total  number  of  secondary  students  enrolled  in  the  public  and  private 
high  schools.  The  percentage  of  graduates  has  increased  from  10  per 
cent  in  1890  to  11.78  in  1899. 

One  of  the  most  significant  facts  disclosed  by  the  percentages  in  the 
last  ten  3*ears  is  the  steady  increase  of  the  per  cent  of  students  in 
Latin.  In  1889-90  the  per  cent  in  this  study  was  given  as  33.62,  in 
1894-95  it  was  43.76,  and  in  1898-99  it  had  reached  50.29.  There  has 
been,  also,  a steady  increase  in  the  percentage  of  students  in  algebra. 
In  1889-90  it  was  42.77  per  cent,  and  in  1898-99  the  per  cent  was 
56.21.  The  per  cent  of  students  in  geometry  increased  from  20.07  in 
1889-90  to  27.36  in  1898-99. 

Portable  schoolrooms. — The  provision  of  temporal  schoolrooms  has 
always  been  a troublesome  question  in  city  school  administration.  In 
spite  of  the  most  careful  management  and  the  most  intelligent  fore- 
sight it  constantly  happens  that  the  number  of  children  in  a certain 
locality  is  too  great  for  existing  permanent  accommodations.  The 
completion  of  a new  building  is  delayed,  perhaps,  or  the  circumstances 
do  not  yet  justify  the  erection  of  one;  there  is  a rapid  shifting  of 
population  to  an  unexpected  quarter,  or  a private  school  suddenly 
closes.  Such  things  are  common.  The}r  are  to  be  taken  as  matters  of 
course,  for  they  occur  in  every  city.  How  to  meet  the  demands  for 
school  room  thus  presented  is  a source  of  difficulty  nevertheless  It 


XLI 


THE  COMMISSIONER’S  INTRODUCTION. 

lias  ordinarily  been  the  custom  under  such  circumstances  to  rent  the 
best  private  quarters  available — usually  society  halls,  basements  of 
churches,  or  even  private  dwellings.  Such  makeshifts  are  unsatisfac- 
tory to  say  the  least.  Defective  heating  and  ventilation,  poor  light, 
absence  of  proper  playgrounds  and  sanitary  arrangements,  and  diffi- 
culties in  janitor  service  make  rented  quarters  a source  of  trouble  and 
annoyance  always.  The  problem  of  obviating  such  troubles  seems  to 
have  been  solved  in  Milwaukee  and  St.  Louis.  Portable  schoolrooms, 
comfortable  and  well  lighted,  have  been  designed,  which  can  be  set  up 
wherever  needed,  but  preferably  in  the  yards  of  larger  buildings. 
The  officials  of  those  cities  write  in  enthusiastic  terms  of  the  success 
of  the  idea,  and  in  a chapter  near  the  close  of  V olume  II  will  be  found 
a description  of  the  St.  Louis  buildings,  by  Dr.  F.  Louis  Soldan,  the 
superintendent  of  instruction,  and  Mr.  William  B.  Ittner,  the  com- 
missioner of  school  buildings  of  that  cit}r. 

The  Philippines. — Under  the  disturbed  conditions  which  have  existed 
in  the  Philippine  Islands  for  the  last  four  years  it  is  not  to  be  expected 
that  much  information  concerning  such  a peaceful  occupation  as  edu- 
cation could  be  obtained.  In  Manila,  however,  the  Americans  reopened 
the  schools  soon  after  their  occupation  of  the  place.  What  educa- 
tional advantages  the  Filipinos  possessed  before  the  American  occupa- 
tion are  described  in  the  following  account  by  Sehor  Felipe  Agonciilo, 
the  representative  of  Aguinaldo  in  this  country,  in  a letter  to  the  New 
York  Journal,  February  3,  1899.  The  statement  is  especially  inter- 
esting’ on  account  of  its  source.  The  author'  says: 

The  lowest  grade  of  school  in  the  Philippines  is  the  primary.  There  are  of  schools 
of  this  description  two  to  be  found  in  every  large  town,  one  for  boys  and  one  for 
girls.  If  the  population  exceeds  5,000  in  number,  then  the  number  of  schools  is  cor- 
respondingly increased.  These  schools  are  in  the  scope  of  the  studies  taught  much 
like  similar  American  schools.  Reading,  writing,  arithmetic,  grammar,  geography, 
and  history,  with  special  reference  to  Spain  and  the  Philippines,  occupy  the  atten- 
tion of  the  teacher  and  student.  Instruction  is  given  in  Spanish,  although  all  the 
children  also  speak  Tagal  as  their  native  tongue.  The  teachers  are  to  a considerable 
extent  priests,  though  many  have  graduated  from  the  normal  school,  to  be  referred 
to,  and  all  have  received  certificates  of  proficiency  before  being  allowed  to  instruct, 
and  all  are  native-born  Filipinos.  In  fact  all  the  work  of  government,  except  in  the 
higher  offices,  was  performed  by  Filipinos. 

Next  in  grade  are  the  academies  to  be  found  in  all  the  capital  cities  of  the  prov- 
inces. These  academies  fit  the  scholars  to  be  admitted  to  the  University  of  St. 
Thomas. 

In  regular  succession  we  next  consider  the  University  of  St.  Thomas.  This  was 
established  in  the  year  1602,  and  has  ever  since  been  the  center  of  learning  in  the 
Philippines.  This  university  is  under  the  control  of  the  Dominican  Fathers  so  far 
as  the  instruction  is  concerned,  but,  like  the  primary  schools  and  the  acad.emies,  is 
supported  by  the  Government.  Here  the  youth  of  my  country  receive  instruction  in 
higher  branches  of  science  and  literature,  the  regular  course  of  instruction  leading  to 
the  degree  of  bachelor  of  arts.  In  connection  with  the  university  is  the  school  of 
medicine,  of  which  my  associate  in  this  country,  Dr.  Losada,  is  a professor  of  great 


XLII 


EDUCATION  REPORT,  1898-99. 


distinction.  There  is  also  a school  of  law,  informing  the  youth  attending  it  in  all 
branches  of  the  civil  law,  while  theology  receives  also  attention  in  all  of  its  highest 
forms.  It  will  be  appreciated  that  this  university  exercises  an  important  influence 
upon  the  life  of  the  country  when  I say  that  it  is  attended  by  over  2,000  students, 
forming  as  it  does  the  apex  of  a school  system  of  more  than  2,000  schools.  All  the 
instructors  at  this  school  at  the  present  time  are  native-born  Filipinos,  although 
before  the  war  some  of  them  were  Spaniards. 

In  addition  to  those  named  we  must  not  lose  sight  of  the  fact  that  there  are  semi- 
naries in  Manila,  Cebu,  Jaro,  and  several  other  cities  of  importance,  instructing  the 
youth  in  the  more  important  branches. 

Manila  possesses  a nautical  school  for  the  education  of  naval  officers  and  the  offi- 
cers of  merchant  vessels,  while  a military  academy  supplies  special  instruction  for 
those  designing  to  lead  a military  life.  Capt.  Marto  Burgos,  who  is  with  me  in  this 
country,  is  a graduate  of  this  school. 

We  must  not  lose  sight  of  the  very  important  normal  school  at  Manila,  with  its 
course  of  seven  years,  and  instruction  and  examination  at  which  confers  the  right  to 
be  employed  in  the  lesser  schools.  The  instructors  are  native  born. 

Nor  are  the  Philippine  Islands  at  all  behind  in  instruction  in  other  respects,  the 
importance  of  which  is  just  beginning  to  be  appreciated,  as  I understand,  even  in 
this  country.  The  Manual  Training  School  at  Manila  instructs  in  carpentering, 
cabinetmaking,  lithographing,  engraving,  working  in  gold  and  silver,  and  other 
mechanical  arts. 

A school  of  painting,  sculpture,  and  engraving  served  the  purpose  indicated  by 
these  words,  and  with  such  good  effect  that  one  of  its  students,  Sefior  Luna,  my 
associate,  subsequently  to  his  graduation  from  it,  received  prizes  from  the  Salon  in 
Paris. 

Several  schools  organized  for  this  particular  purpose  supply  my  countrymen  with  a 
business  education,  in  bookkeeping,  mercantile  correspondence,  French,  and  English. 

We  are  also  fortunate  in  having  ten  agricultural  experimental  schools,  and  through 
their  w^ork  are  improving  the  agricultural  products  of  our  islands.  There  are  many 
private  schools  in  the  islands  at  the  present  time,  their  instructors  being  native-born 
Filipinos. 

I have  not  now  the  opportunity  to  refer  at  length  to  the  school  for  telegraphers, 
nor  our  botanical  gardens  or  museums  or  libraries,  each  deserving  more  than  men- 
tion. Nor  may  I speak  at  length  concerning  our  many  excellent  and  advanced 
schools  for  girls  now  educating  our  ladies  in  both  polite  and  useful  knowledge. 

May  we  not  be  excused  for  refusing  to  regard  ourselves  as  barbarians  or  beyond 
the  necessity  for  consideration? 

But  for  the  pressure  of  time  I should  take  pleasure  in  amplifying  the  foregoing 
and  adding  further  proofs  of  the  high  civilization  of  my  country. 

The  first  American  superintendent  of  schools  was  Father  McKin- 
non, chaplain  of  the  First  California  Volunteers,  who  proceeded  to 
hunt  up  the  former  school  children  in  Manila  and  induce  them  to 
attend  school.  He  succeeded  in  restoring  confidence,  and  by  his 
energy  many  schools  were  opened.  On  his  departure  to  another 
island  to  join  his  regiment,  Mr.  George  P.  Anderson  was  appointed 
in  his  place  in  June,  1899.  Mr.  Anderson  was  a graduate  of  Yale, 
and  had  had  experience  to  fit  him  for  his  duties.  A circular  of  the 
provost-marshal-general,  dated  June  28,  1S99,  providing  for  the 
reopening  of  the  schools  in  Manila,  made  attendance  compulsory,  and 
called  upon  the  police  of  the  various  districts  to  enforce  the  regula- 


THE  COMMISSIONER’S  INTRODUCTION. 


XLIII 


tion.  One  hour  a day  was  to  be  given  to  the  study  of  English,  which 
stud}^  Was  made  compulsory.  In  September,  1899,  there  were  35  pub- 
lic schools  in  Manila  with  an  attendance  of  over  5,000  pupils.  Several 
school  buildings  had  been  burned,  but  they  were  replaced  by  others 
furnished  throughout  for  the  reception  of  the  pupils.  The  teachers 
were  nearly  all  American  men  and  women  who  had  learned  Spanish 
enough  to  make  themselves  understood.  A report  for  October,  1899, 
showed  an  attendance  of  5,706. 

In  connection  with  this  reopening  of  Manila  schools  by  the  Ameri- 
can authorities  a paragraph  appeared  in  the  American  newspapers 
which  is  characteristic  and  significant,  and  illustrates  the  views  of  a 
certain  class  of  Americans.  The  correspondent  was  unpleasantly 
impressed  with  the  manifestation  of  civility  of  the  Tagal  children  in 
school,  who  all  rose  when  the  superintendent  entered  their  room  on 
making  his  visit.  This  act  the  correspondent  appeared  to  regard  as  a 
relic  of  tyranny,  and  he  looked  forward  to  the  speedy  banishment  of 
“urbanidad”  (politeness)  from  the  school  under  the  Americans,  who, 
he  was  proud  to  think,  were  too  free  and  independent  to  show  such 
manifestations  of  “servility.” 

From  a manuscript  report  of  Mr.  George  P.  Anderson  to  the  Acting 
Adjutant-General,  dated  March  15,  1900,  it  appears  that  there  were 
then  41  public  schools  in  36  buildings  (mostly  small)  in  Manila,  the 
attendance  not  being  given.  The  nautical  school  was  reopened  with 
an  American  naval  officer  at  its  head  in  the  latter  part  of  1899.  The 
object  of  the  school  is  to  prepare  young  men  to  become  mates  and 
masters  of  vessels.  By  the  new  programme,  English  was  to  be  taught 
half  of  each  day’s  session  by  an  American,  Spanish  being  the  language 
used  at  all  other  times. 

Mr.  F.  W.  Atkinson  was  appointed  superintendent  of  schools  in 
Manila  in  May,  1900,  and  will  probably  take  charge  by  July.  He  was 
selected  on  account  of  his  known  qualifications  and  reputation,  having 
been  remarkably  successful  as  principal  of  the  Springfield,  Mass.,  High 
School,  where  he  had  put  in  practice  the  ideas  gained  by  the  study  of 
his  profession  both  in  this  country  and  in  Germany.  He  has  the  degree 
of  doctor  of  philosophy  from  the  University  of  Leipzig. 

Professor  Blumentritt,  the  German  ethnologist,  whose  studies  of  the 
Filipinos  have  been  known  to  students  for  some  years,  thus  sums  up 
their  status  as  to  education  in  a recent  number  (Heft  337-338)  of  Pro- 
fessor Virchow’s  collection  of  popular  scientific  lectures.  “The  Fili- 
pinos,” he  says,  “have  a greater  proportion  of  educated  people  among 
them  than  the  Kingdom  of  Servia  and  the  principalities  of  Bulgaria 
and  Montenegro.  There  are  fewer  illiterates  among  them  than  in  the 
States  of  the  Balkan  peninsula,  in  Russia,  in  many  provinces  of  Spam 
and  Portugal,  and  in  the  Latin  Republics  of  America.  There  arc 
provinces  where  there  are  few  people  who  can  not  at  least  read.  The 


XLIV  EDUCATION  REPORT,  1898-99. 

Filipinos  pay  more  attention  to  schools  than  Spain  and  the  Balkan 
States.” 

Some  further  items  relating  to  education  in  the  Philippines  I have 
placed  in  the  second  appendix  of  this  introduction. 

Cuba. — Under  the  American  regime  in  Cuba  the  military  governor 
takes  the  place  of  the  Spanish  captain-general,  who  represented  the 
King  of  Spain.  Even  the  details  of  the  system  of  education  are 
directed  by  orders  from  the  American  military  governor  as  they 
were  formerly  by  royal  decrees.  Under  American  rule,  however, 
changes  have  been  made  in  the  organization,  much  more  attention 
being  given  to  public  schools  than  formerly,  but  the  military  gov- 
ernor, upon  the  recommendation  of  the  secretary  of  public  instruc- 
tion, still  arranges,  by  printed  order,  the  courses  of  study  in  the 
university,  the  secondary  schools  (the  institutes  in  the  different  prov- 
inces), and  the  special  and  art  schools,  and  appoints  the  professors, 
leaving’  the  elementary  or  public  schools  to  the  care  of  the  superin- 
tendent of  schools.  An  order,  February  7,  1900,  however,  directed 
that  assistant  professors  of  the  university  and  institutes  should  be 
appointed  by  the  secretary  of  public  instruction  upon  the  recommenda- 
tion of  the  faculties  of  the  respective  schools.  Heads  of  laboratories 
and  clinics  are  appointed  in  the  same  way.  Assistants  to  professors 
in  the  medical  school  are  now  appointed  by  the  faculty  of  the  school 
upon  recommendation  of  the  professors. 

The  new  programme  of  the  school  of  commerce  in  the  Institute  of 
Havana  shows  that  increased  attention  is  being  given  to  commercial 
studies,  and  a school  of  stenography  and  typewriting  has  also  been 
established  in  that  institute.  The  new  programme  of  the  faculty  of 
pharmacy  at  the  university  also  shows  an  increased  tendency  to  prac- 
tical studies.  It  includes  a more  extended  course  in  physics  and  other 
experimental  or  laboratory  studies. 

On  December  6,  1899,  the  military  governor  published  an  order 
reorganizing  the  elementary  and  secondary  school  system  of  the  island. 
It  provided  that  there  should  be  a board  of  education  in  each  muni- 
cipality to  take  charge  of  the  schools,  with  the  mayor  as  president, 
who  shall  appoint  the  other  members.  It  provided  that  there  should 
be  one  public  school  for  boys  and  one  for  girls  in  every  town  of  500 
inhabitants  and  more  as  the  population  is  larger.  In  smaller  towns 
u incomplete”  schools  are  provided.  It  made  attendance  compulsory 
under  penalty  of  a fine  of  from  $5  to  $25,  provided  for  the  paj^ment 
of  the  teachers,  for  superintendence  and  inspection  of  the  schools, 
free  text-books,  and  other  details.  The  course  of  study  is  prescribed 
b}^  the  superintendent  of  schools. 

The  superintendent  of  schools  in  Cuba,  Mr.  Alexis  E.  Frye,  has 
stated  that  there  were  not  over  200  schools  or  more  than  4,000  attend- 
ants in  the  island  in  1899,  while  there  wrere  in  February  1900,  2,058 


XLV 


THE  COMMISSIONERS  INTRODUCTION. 

schools  (or  schoolrooms),  with  an  attendance  of  over  100,000.  This 
statement  was  based  upon  returns  from  97  municipalities,  with  31-  to 
hear  from.  He  expected  that  there  would  be  an  attendance  of  150,000 
by  June.  By  April  1 there  were  3,079  schools  in  operation,  with  an 
attendance  of  130,000  and  3,500  teachers.  No  later  statistics  are 
available.  This  enormous  increase,  Mr.  Frye  explained,  was  due  to 
his  impressing  upon  the  mayors  of  the  municipalities  the  necessity 
of  elementary  schools  and  assuring  them  that  the  United  States  Gov- 
ernment would  pay  the  salaries  of  the  teachers. 

On  May  16,  1900,  a circular  was  issued  by  the  superintendent  of 
schools  notifying  the  teachers  of  the  island  of  the  invitation  extended 
to  them  by  Harvard  University  to  attend  the  summer  courses  of  the 
university  free  of  expense  and  that  the  Government  would  provide 
free  transportation.  The  circular  gives  the  programmes  of  study  and 
useful  information  for  those  teachers  who  might  accept  the  invitation. 
It  was  expected  that  some  1,100  Cuban  teachers  would  accept  the 
invitation.  This  is  an  unique  event  in  the  history  of  education. 

Porto  Pico. — The  report  of  Mr.  Victor  S.  Clark,  acting  superinten- 
dent of  education  in  Porto  Rico,  to  General  George  W.  Davis,  military 
governor  of  the  island,  states  that  certain  features  of  the  Spanish  system 
of  primary  education  required  a change  when  the  Americans  took  pos- 
session. These  were  the  absence  of  suitable  schoolhouses  and  furniture, 
the  practice  of  keeping  school  in  the  dwellings  of  the  teachers,  the 
divided  attention  of  some  of  the  latter  who  carried  on  other  occupations 
besides  teaching,  and  the  want  of  adequate  school  material.  To  remedy 
these  deficiencies  and  introduce  changes  in  the  programmes  and  method 
of  teaching  a school  law  (regulation,  or  order,  would  be  a better  term, 
since  we  limit  the  term  “law”  to  the  act  of  a legislative  body),  which 
was  recommended  by  Gen.  John  Eaton,  American  director  of  public 
instruction  of  the  island,  was  enacted  by  order  of  Gen.  Guy  V.  Heniy, 
the  military  governor,  on  May  1,  1899,  which  reorganized  the  system 
of  education.  An  insular  board  of  education  consisting  of  five  mem- 
bers was  created  J uly  8,  1899,  which  was  to  act  in  an  advisory  or 
superintending  capacity.  This  board  replaced  the  former  bureau  of 
education,  and  the  president  of  the  insular  board  is  insular  superintend- 
ent of  education.  The  “law”  divided  the  island  into  school  districts 
something  like  those  in  the  United  States,  provided  English  supervisor- 
ships,  prescribed  the  manner  of  electing  local  school  boards  in  the 
districts,  and  provided  for  district  school  taxes  and  the  issuance  of 
district  bonds.  The  municipalities  were  required  to  provide  buildings 
or  quarters  for  the  schools,  the  schools  were  graded,  the  courses  of 
study  and  the  qualifications  of  the  teachers  were  prescribed  and  their 
salaries  fixed,  free  text-books  were  provided  for,  and  high  schools,  a 
normal  school,  and  professional  schools  were  organized.  The  “law,” 
in  short,  and  the  orders  promulgated  under  it,  regulate  nearly  every 


XLVI 


EDUCATION  REPORT,  1898-99. 


detail  connected  with  primary  education  and  are  very  much  like  the 
royal  decrees  under  the  Spanish  rule. 

From  a table  in  Mr.  Clark’s  report  it  appears  that  at  the  close  of  the 
school  year,  June,  1899,  there  were  212  town  schools,  313  country 
districts  with  schools,  and  420  without.  In  a population  of  857,060, 
there  were  152,951  bo}^e  and  144,851  girls  of  school  age,  of  whom  only 
19,804  boys  and  9,308  girls  were  enrolled  in  the  schools,  a total  of 
29, 172,  while  the  attendance  was  21,873,  leaving  208,630  children  without 
school  facilities.  The  municipal  expenditure  for  primary  schools  in 
1898-99  was  $203,372.99,  and  the  total  expenditure  $279,216.  • The 
appropriation  for  1899-1900  was  $330,050.  The  institute  of  secondary 
instruction  at  San  Juan,  which  gave  the  degree  of  bachelor  of  arts, 
was  suspended,  and  secondary  instruction  is  to  be  continued  by  a pre- 
paratory school  designed  to  fit  boys  for  colleges  and  universities  in  the 
United  States,  with  a course  of  four' or  six  years,  and  a model  training 
school  for  teachers,  with  instruction  given  entirely  in  English,  which 
is  equipped  with  laboratories  and  apparatus.  The  board  of  education 
has  also  offered  an  annual  appropriation  of  $20,000  for  any  town  in  the 
island  which  would  provide  a like  amount  for  site  and  buildings  for  an 
industrial  and  normal  school.  This  offer  was  complied  with  by  the 
town  of  Fajardo,  and  a secondary  school,  like  the  Atlanta  Univer- 
sity, the  Hampton  University,  and  the  Carlisle  Indian  School,  with  a 
normal  department  and  a department  of  scientific  horticulture  and 
agriculture,  was  therefore  projected  for  that  municipality.  In  1899 
over  80  per  cent  of  the  population  could  not  read  or  write. 

All  of  which  is  respectfully  submitted. 

W.  T.  Harris, 

Commission  er  of  Education, 

The  Secretary  of  the  Interior. 


I.— CURRICULA  OF  DENTAL  SCHOOLS. 

II.— EDUCATION  IN  THE  PHILIPPINES. 

III. — STATISTICS  OF  STATE  COMMON  SCHOOL  SYSTEMS. 

IV. — EXPENDITURE  FOR  WHITE  AND  COLORED  COMMON 

SCHOOLS  SINCE  1870. 


XLVII 


I.— CURRICULA  OF  DENTAL  SCHOOLS. 


The  sixteenth  annual  session  of  the  National  Association  of  Dental  Faculties  was 
held  at  Niagara  Falls,  commencing  Friday,  July  28,  1899. 

The  following  colleges  were  represented: 

Birmingham  Dental  College,  Birmingham,  Ala. 

University  of  California,  Dental  Department,  San  Francisco,  Cal. 

Colorado  College  of  Dental  Surgery,  Denver,  Colo. 

University  of  Denver,  Dental  Department,  Denver,  Colo. 

Columbian  University,  Dental  Department,  Washington,  D.  C. 

Howard  University,  Dental  Department,  Washington,  D.  C. 

National  University,  Dental  Department,  Washington,  D.  C. 

Atlanta  Dental  College,  Atlanta,  Ga. 

Dental  Department  of  Atlanta  College  of  Physicians  and  Surgeons,  Atlanta,  Ga. 
Chicago  College  of  Dental  Surgery,  Chicago,  111. 

Northwestern  University  Dental  School,  Chicago,  111. 

Indiana  Dental  College,  Indianapolis,  Ind. 

State  University  of  Iowa,  Dental  Department,  Iowa  City,  Iowa. 

Louisville  College  of  Dentistry,  Louisville,  Ky. 

Baltimore  College  of  Dental  Surgery,  Baltimore,  Md. 

University  of  Maryland,  Dental  Department,  Baltimore,  Md. 

Tufts  College  Dental  School,  Boston,  Mass. 

Harvard  University,  Dental  Department,  Boston,  Mass. 

College  of  Dental  Surgery  of  the  University  of  Michigan,  Ann  Arbor,  Mich. 
Detroit  College  of  Medicine,  Dental  Department,  Detroit,  Mich. 

University  of  Minnesota,  Dental  Department,  Minneapolis,  Minn. 

Kansas  City  Dental  College,  Kansas  City,  Mo. 

Western  Dental  College,  Kansas  City,  Mo. 

Marion-Sims  College  of  Medicine,  Dental  Department,  St.  Louis,  Mo. 

Missouri  Dental  College,  St.  Louis,  Mo. 

University  of  Omaha,  Dental  Department,  Omaha,  Nebr. 

University  of  Buffalo,  Dental  Department,  Buffalo,  N.  Y. 

New  York  College  of  Dentistry,  New  York,  N.  Y. 

New  York  Dental  School,  New  York,  N.  Y. 

Cincinnati  College  of  Dental  Surgery,  Cincinnati,  Ohio. 

Ohio  College  of  Dental  Surgery,  Cincinnati,  Ohio. 

Western  Reserve  University,  Dental  Department,  Cleveland,  Ohio. 

Ohio  Medical  University,  Dental  Department,  Columbus,  Ohio. 

Pennsylvania  College  of  Dental  Surgery,  Philadelphia,  Pa. 

Philadelphia  Dental  College,  Philadelphia,  Pa. 

University  of  Pennsylvania,  Dental  Department,  Philadelphia,  Pa. 

Pittsburg  Dental  College,  Pittsburg,  Pa. 

School  of  Dentistry,  Central  Tennessee  College,  Nashville,  Tenn. 

University  of  Tennessee,  Dental  Department,  Nashville,  Tenn. 

Vanderbilt  University,  Dental  Department,  Nashville,  Tenn. 

North  Pacific  Dental  College,  Portland,  Oreg. 

Milwaukee  Medical  College,  Dental  Department,  Milwaukee,  Wis. 

ED  99 IY 


XLIX 


L 


EDUCATION  REPORT,  1898-99. 


Royal  College  of  Dental  Surgeons  of  Ontario,  Toronto,  Canada. 

The  applications  for  membership  of  the  following  schools,  having  been  reported 
as  regular  by  the  executive  committee,  lie  over  for  one  year  for  final  action : 
Medico-Chirurgical  College  of  Philadelphia,  Dental  Department,  Philadelphia,  Pa. 
Central  College  of  Dentistry,  Indianapolis,  Ind. 

College  of  Dentistry,  University  of  Southern  California,  Los  Angeles,  Cal. 

Illinois  School  of  Dentistry,  Chicago,  111. 

Washington  Dental  College  and  Hospital  of  Oral  Surgery,  Washington,  D.  C. 
Keokuk  Medical  College,  Dental  Department,  Keokuk,  Iowa. 


At  the  Omaha  meeting  of  the  National  Association  of  Dental  Faculties  in  1898  the 
following  committee  was  appointed  to  report  at  the  next  meeting  on  a curriculum 
for  dental  schools:  J.  Taft,  chairman,  Cincinnati,  Ohio;  James  Truman,  Philadelphia, 
Pa. ; A.  H.  Fuller,  St.  Louis,  Mo. ; Truman  W.  Propliy,  Chicago,  111. ; C.  L.  -Goddard, 
San  Francisco,  Cal. 

The  report  of  the  committee  was  submitted  at  the  meeting  in  1899  at  Niagara  Falls 
and  gave  the  following  arrangement  of  studies  for  the  different  years  and  the  number 
of  hours  per  week  in  each  study.1 

Schedule  of  studies. 


First  year. 

Hours 

per 

week. 

Second  year. 

Hours 

per 

week. 

Third  year. 

Hours 

per 

week. 

Ann  ferny  and  dissection . 

2 

Anatomy,  regional 

1 

Therapeutics 

1 

Physiology 

2 

Anatomy,  comparative. 

1 

Pathology 

1 

Chemistry,  inorganic 

2 

Physiology 

2 

Surgery,  general 

1 

Chemistry,  laboratory . . . 

4 

Chemistry,  organic 

2 

Surgery,  oral  .. 

1 

Dental  anatomy 

2 

Chemistry,  laboratory . . 

4 

Jurisprudence 

i 

Prosthetic  technic 

10 

Metallurgy,  didactic 

1 

Orthodontia,  didactic .. 

1 

Histology,  didactic 

1 4 

Metallurgy,  laboratory  . 

2 

Orthodontia,  practical . . 

1 

Histology,  laboratory 

i 4 

Materia  medica 

1 

Operative  dentistry 

2 

Materia  m edica 

Operative  technic 

4 

Prosthetic  dentistry 

2 

Comuarative  anatomy 

Bacteriology,  didactic.. 

4 

Electricity 

Operative  dentistry,  di- 

Ethics  

dactic  

2 

History 

Orthodontia,  teehnic  . . . 

1 

Pathology 

2 

Orthodontia,  -didactic  . . 

Prosthetic  dentistry 

5 

Prosthetic  dentistry 

6 

Crown  and  bridge 

Operative  dentistry  — 

15 

work 

3 

Crown  and  bridge 

work 

4 

Rules  of  the  National  Association  of  Dental  Faculties,  Regulating  the 
Admission  of  Students  to  Dental  Schools. 

PRELIMINARY  EXAMINATION. 

1.  The  following  preliminary  examination  shall  be  required  of  students  seeking 
admission  to  colleges  of  this  association : 

(«)  The  minimum  preliminary  educational  requirement  of  colleges  of  this  asso- 
ciation, for  the  session  of  1899-1900,  shall  be  a certificate  of  entrance  into  the  second 
year  of  a high  school,  or  its  equivalent,  the  preliminary  examination  to  be  placed  in 
the  hands  of  any  State  or  county  superintendent  of  public  instruction. 

(6)  Nothing  in  this  rule  shall  be  construed  to  interfere  with  colleges  of  this 
association  that  are  able  to  maintain  a higher  standard  of  preliminary  education. 


*See  Dental  Review,  September,  1899. 


CURRICULA  OF  DENTAL  SCHOOLS. 


LI 


LIMITING  THE  TIME  FOR  THE  RECEPTION  OF  STUDENTS. 

2.  No  member  of  this  association  shall  give  credit  for  a full  course  to  students 
admitted  later  than  ten  days  after  the  opening  day  of  the  session.,  as  published  in 
the  announcement. 

3.  In  case  one  is  prevented  by  sickness,  properly  certified  to  by  a reputable  prac- 
ticing physician,  from  complying  with  the  foregoing  rule,  the  time  of  admission 
shall  not  be  later  than  twenty  days  from  the  opening  day. 

4.  In  cases  where  a regularly  matriculated  student,  on  account  of  illness,  financial 
conditions,  or  other  sufficient  cause,  abandons  his  studies  for  a time,  he  may  reenter 
his  college  at  the  same  or  a subsequent  session,  or  where,  under  similar  circumstances, 
he  may  desire  to  enter  another  college,  then  with  the  consent  of  both  deans  he  may 
be  transferred,  but  in  neither  case  shall  he  receive  credit  for  a full  year,  unless  he 
has  attended  not  less  than  75  per  cent  of  a six  months’  course  of  lectures. 

ADMISSION  TO  ADVANCED  GRADES  ON  CERTIFICATES. 

5.  The  colleges  of  this  association  may  receive  into  the  advanced  grades  of  juniors 
and  seniors  only  such  students  as  hold  certificates  of  having  passed  examinations  in 
the  studies  of  the  freshman  or  junior  grades,  respectively.  All  students  who  have 
successfully  passed  their  examinations  for  advanced  standing  shall  have  their  certi- 
ficates given  or  mailed  to  them  within  thirty  days  after  such  examinations  shall 
have  been  completed.  Such  certificates  to  be  pledged  to  any  college  of  the  asso- 
ciation to  whom  the  holders  may  apply,  that  the  requisite  number  of  terms  have 
been  spent  in  the  institutions  by  wThich  the  certificates  were  issued. 

6.  This  certificate  shall,  by  correspondence,  be  verified  by  the  dean  of  the  college 
by  which  it  was  issued.  Without  such  certificate  no  students  shall  be  received  by 
any  college  of  this  association  for  admission  to  the  advanced  grade  except  on  such 
conditions  as  would  have  been  imposed  in  the  original  school,  and  these  to  be  ascer- 
tained by  conference  with  the  school  whence  he  came. 

STANDING  OF  STUDENTS  HOLDING  CERTIFICATES  FROM  DENTAL  COLLEGES  IN  FOREIGN 

COUNTRIES. 

7.  In  cases  of  persons  holding  certificates  from  colleges  of  dentistry  in  foreign  coun- 
tries they  shall  be  required  to  furnish  properly  attested  evidence  of  study,  attendance 
upon  lectures,  examinations  passed  satisfactorily,  etc.,  the  same  as  required  of  stu- 
dents coming  from  our  own  institutions. 

ADMISSION  OF  GRADUATES  OF  MEDICINE. 

8.  A diploma  from  a reputable  medical  college  may  entitle  the  holder  to  enter  the 
second  or  junior  grade  in  colleges  of  this  association,  and  he  may  be  excused  from 
attendance  upon  the  lectures  and  examinations  upon  general  anatomy,  chemistry, 
physiology,  materia  medica,  and  therapeutics. 

ADMISSION  OF  UNDERGRADUATES  OF  MEDICINE. 

9.  Undergraduates  of  reputable  medical  colleges  who  have  regularly  completed  one 
full  scholastic  year,  having  attended  at  least  75  per  cent  of  a five  months’  term,  and 
passed  a satisfactory  examination  in  the  studies  of  the  freshman  year,  may  be  admit- 
ted to  the  junior  grade  in  colleges  of  this  association,  subject  to  other  rules  governing 
admission  to  that  grade. 

ADMISSION  OF  GRADUATES  OF  PHARMACY  AND  VETERINARY  MEDICINE. 

10.  The  colleges  of  this  association  may  matriculate,  as  juniors,  graduates  of  regis- 
tered schools  of  pharmacy  and  veterinary  medicine,  subject  to  the  examination 
requirements  of  each  school  of  the  association. 


LII 


EDUCATION  REPORT,  1898-99. 


ATTENDANCE,  EXAMINATIONS. 

11.  Attendance  upon  three  full  courses  of  not  less  than  seven  months,  or  upon  four 
terms  of  six  months  each,  in  separate  academic  years,  shall  be  required  before  exami- 
nation for  graduation.  The  year  shall  be  understood  to  commence  August  1 and  end 
the  following  July  31. 

12.  The  examinations  conducted  by  the  colleges  of  this  association  shall  be  in  the 
English  language  only. 

13.  A student  who  is  suspended  or  expelled  for  cause  from  any  college  of  this  asso- 
ciation shall  not  be  received  by  any  other  college  during  that  current  session.  In 
case  the  action  of  the  first  college  is  expulsion,  the  student  shall  not  be  given  credit 
at  any  time  for  the  course  from  which  he  was  expelled.  Any  college  suspending  any 
student  shall  at  once  notify  all  other  members  of  this  association  of  its  action. 

PUBLICATION  OF  CLASSIFICATION  OF  MATRICULATES. 

14.  Colleges  of  this  association  shall  each  year  issue  announcements  containing 
lists  of  students  classified  in  the  three  grades  of  seniors,  juniors,  and  freshmen,  desig- 
nating absentees,  and  giving  a list  of  graduates  of  the  preceding  session. 

15.  No  college  connected  with  this  association  shall  confer  any  degree  as  honorary 
which  is  usually  granted  in  due  course  of  study  and  examination.  All  former  rules 
on  this  subject  are  hereby  repealed. 


COURSES  OF  STUDY  IN  DENTAL  SCHOOLS.  'v 
[The  figures  after  studies  denote  number  of  hours  per  week.] 


CURRICULA  OF  DENTAL  SCHOOLS. 


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EDUCATION  ILEPORT,  1398-99. 


II.— EDUCATION  IN  THE  PHILIPPINES. 

By  F.  F.  Hilder. 

Under  Spanish  rule  education  in  the  Philippine  Islands  was  entirely  under  the 
control  of  the  religious  orders  and  centered  in  Manila,  but  instead  of  commencing 
with  primary  schools  and  elevating  the  masses  of  the  people,  they  began  by  estab- 
lishing colleges  and  schools  for  higher  education.  St.  Joseph’s  College  in  Manila 
was  founded  by  the  Jesuits  as  long  ago  as  1595,  and  graduated  its  first  class  in  1601; 
the  college  of  Santo  Tomas  was  founded  by  the  Dominicans  in  1611,  and  the  title  of 
university  wras  conferred  on  it  by  the  Pope  in  1645;  and  the  college  of  San  Juan 
Latran,  also  a Dominican  institution,  was  established  in  1630. 

The  Jesuits  have  made  the  most  earnest  and  enlightened  efforts  in  the  cause  of 
education,  but  when  they  wTere  expelled  from  the  islands  in  1767  the  Dominicans 
took  possession  of  the  institutions  for  higher  education  that  they  had  founded  and 
incorporated  them  with  their  own,  and  they  have  resisted  all  efforts  to  sever  them 
from  their  authority  and  to  place  them  under  State  supervision. 

The  result  of  this  system  of  higher  education  has  been  to  instruct  and  polish  a few 
thousand  of  the  wealthier  natives  and  mestizos,  who  have  demonstrated  the  intel- 
lectual capabilities  of  the  race  as  statesmen,  lawyers,  artists,  and  writers,  while  the 
great  mass  of  the  people  have  been  left  in  abject  ignorance. 

It  is  true  that  schools  were  established  throughout  the  islands,  but  little  progress 
was  made  in  them,  as  the  majority  of  the  teachers  did  not  understand  Spanish,  and 
what  few  rudiments  of  education  the  children  acquired  were  forgotten  when  they 
left  the  schools. 

Knowing  no  language  but  their  own,  in  which  little  or  no  literature  exists,  a large 
proportion  of  the  Filipinos  are  woefully  uneducated.  No  Asiatic  language  serves 
any  practical  use  outside  of  Asia,  and  the  people  of  the  Philippines  must  acquire  a 
language  that  will  open  up  to  them  a wider  range  of  literature  and  place  them  in 
touch  with  current  events  and  the  world’s  store  of  knowledge  before  they  can  make 
substantial  progress. 

Side  by  side  with  the  education  of  the  children  in  English  the  work  should  go  on 
of  translating  English  literature  into  the  native  languages,  so  that  those  of  the  people 
who  are  past  the  school  age  and  can  not  readily  acquire  a foreign  tongue  may  not  be 
without  good  reading  and  be  kept  in  accord  with  the  new  ideas  acquired  by  their 
children. 

One  of  the  first  and  best  results  of  the  substitution  of  American  authority  for 
Spanish  rule  is  that  everywhere  throughout  the  archipelago  the  schoolhouse  follows 
the  flag.  As  the  army  advances  and  fresh  territory  becomes  safe  and  peaceful, 
schools  are  at  once  established,  regulated  by  the  broad  and  liberal  methods  of  Amer- 
ican education. 

Manila,  being  the  metropolis  and  also  the  first  territory  to  pas3  under  the  control 
of  the  United  States,  has  been  the  first  to  demonstrate  the  beneficial  effects  of  the 
enlightened  policy  of  popular  education. 

At  present  the  public-school  system  of  Manila  embraces  41  schools,  which  are 
maintained  at  a cost  of  nearly  10,000  Mexican  dollars  per  month,  equal  to  nearly 
$5,000  in  American  currency,  with  a regular  attendance  of  5,000  pupils.  They  are 
in  session  every  day  in  the  week,  except  Thursdays  and  Sundays,  from  7.30  to  10.30 
a.  m.  and  from  2.30  until  5 p.  m. 

Two  of  these  schools,  for  boys,  are  conducted  by  28  Jesuit  fathers,  and  one,  for 


EDUCATION  IN  THE  PHILIPPINES. 


LXI 


girls,  by  a Spanish  sisterhood,  of  whom  12  act  as  teachers.  These  three  schools 
embrace  a high  school  with  considerable  academic  work  for  boys,  some  high-school 
work  for  girls,  a commercial  school  for  boys,  common-grade  work  for  each  sex 
separately,  a normal  school  for  males,  and  two  primary  schools  for  boys  and  one  for 
girls,  one  of  those  for  boys  being  a training  school  for  teachers  in  connection  with 
the  normal  school.  In  all  these  schools  great  interest  is  shown  in  the  study  of  the 
English  language,  but  beyond  this  the  studies  have  been  altogether  in  Spanish. 
This  will  be  changed  to  some  extent  in  the  coming  school  year — June,  1900,  to 
March,  1901 — so  as  to  embrace  more  work  in  English. 

The  remaining  38  schools  are  conducted  under  the  auspices  of  the  American 
authorities  and  the  supervision  of  Mr.  George  P.  Anderson,  who  was  appointed  as 
superintendent  of  public  instruction  by  General  Otis.  They  comprise  19  for  each 
sex,  scattered  throughout  the  various  districts  and  subdistricts  of  the  city,  the 
schools  for  boys  and  those  for  girls  being  located  close  to  each  other  and  sometimes 
in  the  same  building. 


LXII 


EDUCATION  REPORT,  XS98-99. 


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LXIV 


EDUCATION  REPORT,  1898-99. 


English  is  taught  in  all  these  schools,  although  there  are  at  present  only  23  teach- 
ers of  that  language,  who  are  mostly  Americans,.  and  a majority  of  them  ladies. 

Fortunately,  these  teachers  all  possess  superior  qualification  for  their  work,  being 
principally  discharged  volunteer  soldiers,  formerly  well-known  teachers  in  the 
United  States,  and  young  ladies  members  of  the  families  of  military  officers.  All  of 
them  have  acquired  a sufficient  knowledge  of  the  Spanish  language  to  enable  them 
to  teach  English  to  Spanish-speaking  children. 

A difficulty  encountered  by  some  of  the  male  teachers  in  the  suburban  districts 
was  that  many  of  their  pupils  had  little  or  no  knowledge  of  the  Spanish  language. 
They  therefore  resolutely  set  to  work  to  acquire  the  Tagalog  as  a means  of  interpre- 
tation, so  that  at  present  four  or  five  of  them  possess  a very  commendable  degree  of 
knowledge  of  that  language,  and  will  prove  to  be  very  valuable  men  for  the  work  of 
education. 

There  are  86  Spanish-speaking  teachers,  composed  of  Tagalogs,  mestizos,  and  a very 
few  Spanish  men  and  women;  almost  all  of  these  are  graduates  from  the  normal 
schools  of  Manila  conducted  by  the  Jesuits. 

The  greater  part  of  these  38  schools  are  in  rented  buildings,  mostly  unfit  for  the 
purpose  and  entirely  inadequate  to  accommodate  the  number  of  pupils  packed  into 
them,  a difficulty  which  is  increased  by  the  continuance  in  many  of  them  of  the 
objectionable  Spanish  plan  of  allowing  the  teachers  and  as  many  of  their  relatives 
and  friends  as  they  can  smuggle  in  to  live  in  the  school  buildings,  thus  further 
diminishing  the  space  so  urgently  needed  for  the  children. 

From  what  I have  heard  from  the  superintendent,  I believe  this  will  soon  be  rem- 
edied ; but  there  is  urgent  need  for  the  construction  of  a number  of  large,  well- ven- 
tilated, eight,  ten,  and  twelve  room  two-story  buildings,  in  which  no  one  should  be 
allowed  to  lodge,  eat,  or  sleep.  To  all  of  these  buildings  playgrounds  should  be 
attached,  and  all  should  be  supplied  with  modern  furniture  and  conveniences. 
Binondo  and  Tondo,  two  of  the  most  thickly  populated  districts  of  Manila,  could 
furnish  children  enough  to  fill  5 twelve-room  buildings. 

Instead  of  schools  crowded  with  5,000  pupils,  as  at  present,  Manila  should  have 
accommodation,  with  healthful  surroundings,  for  at  least  30,000  or  40,000  children, 
the  majority  of  whom  have  no  occupation  but  roaming  the  streets  and  acquiring  bad 
habits. 

With  the  pacification  of  the  country  and  the  improved  civil  conditions  which  are 
rapidly  superseding  the  old  order  of  things,  there  is  little  doubt  that  these  needs  will 
be  supplied  as  rapidly  as  possible,  judging  from  the  immense  amount  of  work  that 
has  been  done  and  the  improvement  that  has  been  effected  in  such  a short  space  of 
time. 

During  the  school  year  which  closed  on  March  29  of  the  present  year  (1900)  con- 
siderable good  wTork  has  been  done  and  true  progress  made.  The  methods  of  the 
Spanish  teachers  have  been  investigated  and  higher  ideals  inculcated. 


EDUCATION  IN  THE  PHILIPPINES. 


LXV 


At  the  close  of  the  school  year  a report  is  made  by  the  principal  of  each  school  to 
the  parents  or  guardians  of  the  children  on  the  following  form: 


[Escuela  municipal  de del  distrito  de , clase , seccion .J 

Manila,  P.  I., , 1900. 

Sr.  D. . 

Muy  Sr.  mio:  Tengo  el  honor  de  poner  en  conocimiento  de  Y.  las  notas  que  ha 
obtenido  el  alumno  D. en  los  exdmenes curso  de  1899  a 1900. 


Conducta 

Aplicacion 

English  reading 

English  penmanship 

English  spelling 

Lectura  en  Espanol 

Moral 

Urbanidad 

Lengua  castellana 

Gramdtica  castellana  

Aritmetica 


Principios  de  geometrfa 

Geograffa  universal 

Geograffa  de  Filipinas 

Historia  de  Filipinas 

Principios  de  Ciencias  naturales 

Caligraffa 


Faltas  de  asistencia 

, Principal  de  la  Escuela. 


In  spite  of  the  scarcity  of  teachers,  English  has  been  taught  in  all  the  schools  and 
a good  foundation  laid  for  elementary  English  instruction,  provision  having  been 
made  to  afford  each  child  one  good  lesson  every  day.  In  most  of  the  schools  this 
has  been  done  in  three  grades,  the  first  of  which  has  finished  the  primary  reader 
and  is  ready  for  the  new  books  which  have  been  provided  for  more  advanced  study. 

In  a letter  addressed  to  the  writer  by  the  superintendent  occurs  the  following: 

The  American  spelling  match  has  proven  to  be  a great  novelty  and  a source  of 
deep  interest  to  these  native  children.  In  the  Tondo  district  I witnessed  a contest 
between  the  boys’  and  the  girls’  schools  in  spelling  words  from  the  reader,  so  far  as 
they  had  gone — namely,  half  through  the  book  at  that  time — but  the  keen  edge  of  the 
contest  was  dulled  by  the  fact  that  at  the  close  it  was  found  that  each  school  had 
five  or  six  spellers  who  were  able  to  spell  every  word  that  could  be  given;  it  was 
impossible  and  unfair  to  fall  back  on  the  dictionary,  so  the  match  was  declared  a 
draw,  at  least  so  far  as  regards  finding  one  best  speller;  but  many  interesting  con- 
tests were  arranged  on  other  lines.  The  children  have  been  found  to  be  keen,  eager, 
and  quite  capable  of  speedy  progress  in  acquiring  language.  In  this  regard  the  out- 
look is  very  hopeful. 

In  another  communication  Mr.  Anderson  says: 

I have  great  faith  in  the  Filipino  children  of  Manila;  they  are  bright,  capable, 
polite,  earnest,  and  persevering,  at  least  those  that  have  lived  in  Manila  for  a few 
years  and  are  not  “raw  material.”  The  Manila  native  is  not  a savage;  he  appreci- 
ates civilization  and  highly  prizes  good  education;  he  wants  his  children  to  know 
English  and  to  obtain  a good  common-school  training.  The  native  teachers  are 
bright,  faithful,  and  patient,  and  good,  steady  workers.  All  that  these  people  need 
is  to  be  led  aright;  they  will  follow.  Give  them  schools  and  plenty  of  them.  Wake 
them  up  to  a higher  sense  of  duty  and  proper  living.  They  are  good  material.  They 
have  already  acquired  great  confidence  in  the  American  as  the  representative  of  true 
liberty  of  conscience  and  the  standard  bearer  of  a better  and  nobler  civilization. 

Such  testimony  from  a professional  educator,  whose  daily  contact  with  the  chil- 
dren and  their  parents  enables  him  to  form  a just  estimate  of  the  character  and  capa- 
bilities of  those  under  his  charge,  renders  the  outlook  for  the  future  of  these  people 
very  hopeful.  Whatever  difficulties  may  be  encountered  in  molding  all  of  the  present 
generation  of  adults  into  good  and  useful  citizens,  our  reliance  must  be  on  the  men 
and  women  of  the  future,  now  to  be  trained  in  American  schools.  Under  the  new 
conditions  in  the  islands  we  are  responsible  for  the  future  welfare  of  these  people,  and 
ED  99 Y 


LX  VI 


EDUCATION  REPORT,  1898-99. 


that  can  only  be  secured  by  placing  a good  primary  education  within  the  reach  of 
the  poorest  peasant  child. 

The  superintendent  is  fully  alive  to  the  necessity  and  importance  of  systematically 
increasing  the  study  of  English.  In  the  letter  before  referred  to  he  says: 

For  the  next  school  year — June,  1900-March,  1901 — more  English  studies  should 
be  taught  and  the  proportion  of  teachers  of  English  increased.  This  need  is  prob- 
ably not  overestimated  in  stating  that  next  year  should  see  one-half  of  the  work  and 
time  devoted  to  English  and  the  other  half  to  Spanish  branches,  some  especially 
equipped  teachers  possibly  being  brought  over  from  the  United  States,  in  addition  to 
the  present  force. 

In  general  the  teachers  and  the  pupils  are  intensely  interested  in  their  work,  the 
English  studies  being  the  center  of  the  greatest  enthusiasm. 

During  the  vacation  of  the  present  summer  new  books  from  American  publishing 
houses  in  both  English  and  Spanish  have  been  placed  in  the  hands  of  all  the  teach- 
ers, and  the  superintendent  states  that  it  is  a matter  of  great  encouragement  to  him 
to  find  that  many  of  the  Spanish  teachers  have  gathered  together  in  little  classes  for 
the  study  of  the  English  language  in  the  Baldwin  First  Year  Reader  and  other 
books.  Fie  also  says  they  are  begging  him  to  provide  them  with  copies  of  the 
Journal  of  Education,  which  they  had  seen  in  the  hands  of  some  of  the  English 
teachers,  and  adds: 

But  they  will  have  during  the  coming  year,  if  it  is  possible,  in  their  meetings 
more  elaborate  and  further-reaching  instruction  given  them  in  these  matters  by 
means  of  good  translators. 

During  my  recent  visit  to  Manila  I was  present  at  the  exercises  at  several  of  the 
schools  when  they  were  closed  for  the  summer  vacation,  and  was  surprised  at  the 
remarkable  proficiency  displayed  by  the  pupils,  particularly  in  the  English  language, 
considering  the  short  time  they  had  been  under  instruction.  The  buildings  were 
crowded  to  their  utmost  capacity  by  the  parents  and  relatives  of  the  children,  who 
evinced  the  most  enthusiastic  interest  in  the  proceedings.  The  programmes  included 
recitations  and  dialogues  both  in  Spanish  and  English,  and  the  proceedings  were 
closed  at  each  school  by  the  singing  of  the  patriotic  song  “ America  ” by  the  pupils, 
in  the  English  language,  with  a vim  and  enthusiasm  that  could  not  have  been 
excelled  in  any  school  in  America. 

The  following  is  a copy  of  the  programme  of  the  closing  exercises  at  one  of  these 
schools  for  boys  in  the  Binondo  district  of  Manila: 

BISTRIBUCION  BE  PREMIOS  PARA  EL  DIA  29  BE  MARZO  BE  1900. 

[A  las  9 de  su  mauana.] 

2\  ESCUELA  MUNICIPAL  DE  NINOS  DE  BINONDO. 


PROGRAM  A. 

1°.  A.  B.  C.  ingles,  cantado  por  todos  los  alumnos  de  la  escuela. 

2°.  Didlogo  ingles  declamado  por  V.  y M. 

3°.  Dcclamacion  en  ingles  por  C.  M. 

4°.  Distribucion  de  premios  para  estudios  Castellanos. 

5°.  Didlogo  castellano  declamado  por  D.  y E. 

C°.  Didlogo  inglc3  declamado  por  D.  y E. 

7°.  Distribucion  de  premios  para  estudios  de  ingles. 

8°.  Didlogo  ingles  declamado  por  L.  y V. 

9°.  Dcclamacion  cn  castellano  por  D. 

10».  Didlogo  ingles  declamado  por  F.  y T. 

11°.  “My  country  ” cantado  por  los  alumnos. 

In  addition  to  the  public  schools  a nautical  school  was  opened  in  December  last  in 
the  Tondo  district  of  Manila,  under  the  management  of  an  American  naval  officer,  for 
training  graduates  qualified  as  mariners  to  sooner  or  later  become  officers  and  cap- 
tains of  merchant  vessels  and  to  give  them  a thorough  training  in  the  English  lan- 
guage. This  promises  to  be  a very  useful  institution. 


EDUCATION  IN  THE  PHILIPPINES. 


LXVII 


In  closing  his  letter  to  me  Mr.  Anderson  says: 

On  June  1,  1899,  when  I was  placed  in  charge  of  this  work  as  the  superintendent 
of  public  instruction  in  Manila,  the  insurrection  was  still  uncrushed  and  hut  little 
attention  could  be  given  to  the  question  of  education  for  the  rest  of  the  islands;  but 
as  the  army  advanced  and  new  territory  became  safe  and  peaceful,  schools  were 
started  and  advice  and  a source  of  supply  sought  in  this  office  by  the  outside  com- 
manding officers,  so  that  the  work  grew  to  be  a great  one,  reaching  from  the  north 
end  of  Luzon  to  the  island  of  Mindanao.  The  schools  have  multiplied,  but  most  of 
the  work  is  in  its  merest  infancy.  Capt.  Albert  Todd  has  been  placed  in  temporary 
charge  as  the  superintendent  of  public  instruction  for  the  Philippine  Islands,  so  that 
it  now  leaves  me  as  superintendent  for  Manila  only,  which  has  been  my  technical 
position  all  the  time.  But  I still  have  sufficient  familiarity  with  the  whole  work  to 
state  that  the  people  themselves  are  calling  loudly  for  education  and  the  best  of  it, 
with  plenty  of  English,  and  that  every  effort  is  now  being  put  forth  to  extend  to  all 
the  towns  and  hamlets  of  the  entire  archipelago  the  same  broad  principles  and  meas- 
ures of  true  American  education  that  have  already  been  in  vogue  in  Manila  for  over 
a year.  The  last  official  letter  I received  from  the  outside  districts  told  me  that  180 
schools  would  be  in  operation  in  the  island  of  Mindanao  alone.  This  is  a fair  sam- 
ple of  what  is  coming  in  the  now  well-nigh  pacified  Philippines. 

Dr.  Frederick  W.  Atkinson,  formerly  principal  of  the  Springfield  (Mass.)  High 
School,  has  been  appointed  superintendent  of  public  instruction  in  the  Philippines, 
and  is  now'  on  his  way  to  his  post  of  duty.  Before  embarking  he  said  to  a reporter: 

In  establishing  a permanent  educational  system  in  the  Philippines  the  industrial 
plan  will  probably  be  found  the  most  effective  at  the  beginning. 

He  will  find  on  his  arrival  in  Manila  that  an  excellent  foundation  has  been  laid  by 
the  efforts  of  Father  McKinnon,  formerly  chaplain  of  a California  regiment,  vffio 
took  the  first  steps  toward  the  establishment  of  a public  school  system,  and  by  Mr. 
George  P.  Anderson,  who  succeeded  him  and  has  ably  and  successfully  carried  on 
the  work. 

It  is  to  be  hoped  that  a thorough  pacification  of  the  islands  will  soon  enable  Dr. 
Atkinson  to  extend  an  educational  revivification  to  all  the  islands. 

No  nobler  wTork  could  be  allotted  to  any  man  than  to  spend  his  life  in  dispelling 
the  clouds  of  ignorance  and  conferring  on  these  long-neglected  people  the  civilizing 
influences  of  a generous  education. 


LXVIII 


EDUCATION  REPORT,  1898-99. 


III.— STATISTICS  OF  STATE  SCHOOL  SYSTEMS. 


Table  1. — The  total  population , the  school  population , and  the  adult  male  population. 


State  or  Territory 

Estimated 
total  popu- 
lation in 
1899. 

The  school  population. 

Estimated 
number  of 
male  per- 
sons 21 
years  and 
over  in 
1899. 

Estimated 
to  18  y 

Boys. 

number  of. 
ears  of  age  i 

Girls. 

children  5 
n 1899. 

Total. 

Percent- 
age of 
boys. 

1 

2 

3 

4 

5 

6 

7 

United  States 

73, 9C0, 220 

11,019, 763 

10, 811,011 

1 

21,830, 774 

50. 48 

20, 114,080 

North  Atlantic  Division 

20, 5G.; , 000 

2,617,403 

2,596,961 

5, 214, 364 

50. 20 

5, 968,  400 

South  Atlantic  Division 

10, 001, 40  j 

1,714,320 

1,685, 930 

3,400,310 

50.  42 

2, 279, 140 

South  Central  Division 

13, 324, 400 

2,341,590 

2,279,910 

4,621,500 

50.  68 

3, 076,  400 

North  Central  Division 

25, 993, 500 

3, 847, 060 

3, 763, 070 

7,  610,130 

50. 55 

7, 223, 400 

Western  Division 

4, 075, 920 

499,390 

485, 080 

984, 470 

50. 73 

1,566,740 

North  Atlantic  Division: 

Maine 

656, 800 

81, 650 

79,  950 

161, 600 

50.53 

199, 900 

New  Hampshire 

405,300 

45, 210 

45,110 

90, 320 

50.  06 

127, 100 

Vermont 

329, 100 

41,820 

39, 310 

81, 130 

51. 55 

100,700 

Massachusetts 

2,  742, 000 

312, 400 

314, 600 

627,000 

49.  83 

814, 400 

Rhode  Island 

419, 700 

50,  930 

51,370 

102, 300 

49.  77 

121,500 

Connecticut 

889, 100 

105, 100 

104, 200 

209, 300 

50. 24 

267,000 

New  York 

6, 962, 000 

854, 500 

856, 500 

1,711,000 

49.95 

2, 054, 000 

New  Jersey  (1898) 

1,837,000 

a 236, 293 

a 230, 421 

a 466, 714 

50. 62 

525, 800 

Pennsylvania 

6, 324, 000 

889, 500 

875, 500 

1,765, 000 

50.38 

1, 758, 000 

South  Atlantic  Division: 

Delaware  (1892) 

173, 200 

24, 750 

24, 080 

48, 830 

50.69 

48,900 

Maryland 

1.221,000 

179, 400 

178, 200 

357,  600 

50.18 

317,  200 

District  of  Columbia 

293, 200 

36, 120 

38, 260 

74, 380 

48. 55 

82,040 

Virginia 

1,  718, 000 

295, 800 

291, 100 

586, 900 

50.41 

393, 000 

West  Virginia  (1898) 

866, 000 

147, 200 

144, 000 

291,200 

50.  56 

205, 900 

North  Carolina 

1,771,000 

316,  500 

309, 700 

626, 200 

50. 54 

375, 100 

South  Carolina 

1,312, 000 

245,  900 

241, 300 

487, 200 

50.48 

268, 500 

Georgia 

2, 132, 000 

382,  800 

374, 100 

756, 900 

50.57 

461,900 

Florida  (1898)...., 

515, 000 

85, 850 

85, 250 

171, 100 

50. 17 

126, 600 

South  Central  Division: 

Kentucky  (1897) 

2, 016, 000 

333, 700 

326, 800 

660,  500 

50. 53 

489, 000 

Tennessee 

1,958,000 

341,000 

329, 000 

670, 000 

50.89 

445,  800 

Alabama 

1,798,000 

325, 300 

316,  GOO 

641,900 

50. 68 

385, 900 

Mississippi  (1897) 

1,448,000 

269, 800 

261,500 

531,300 

50. 78 

304,400 

Louisiana 

1,421,000 

242, POO 

240,  700 

483,  600 

50. 22 

318,200 

Texas 

3,014,000 

535, 400 

522, 600 

1,058, 000 

50.61 

722, 600 

Arkansas 

1,314,000 

238, 000 

230, 900 

468, 900 

50.75 

300, 400 

Oklahoma 

355, 400 

55,490 

51,810 

107, 300 

51.73 

110,100 

Indian  Territory 

North  Central  Division: 

Ohio 

3,953,000 

567, 200 

554, 800 

1,122,000 

50. 57 

1,094,000 

Indiana 

2, 262, 000 

337, 100 

331,000 

668, 100 

50. 45 

613,  900 

Illinois 

5 062,000 

720, 200 

710, 800 

1,431,000 

50.34 

1,419,000 

Michigan 

2, 286.  000 

320, 100 

314, 700 

634,800 

50. 42 

674,  200 

Wisconsin  (1898) 

2,107,000 

317, 100 

312,  400 

629,500 

50. 37 

576, 600 

Minnesota 

1,83-,  000 

267, 900 

262, 800 

530,700 

50.48 

529,  800 

Iowa 

2,101,000 

321 , 900 

312, 000 

633. 900 

50.  79 

571,800 

Missouri 

3, 063, 000 

480, 700 

472, 100 

952,800 

50. 45 

806, 800 

North  Dakota  (1898)  

352, 300 

49, 700 

46, 480 

96, 180 

51.  67 

107, 900 

South  Dakota 

456, 200 

68, 360 

65,240 

133,600 

51.16 

134, 300 

Nebraska 

1,188, 000 

182, 800 

175,000 

357, S00 

51.08 

338, 300 

Kansas  (1898) 

1,329,000 

214, 000 

205,  750 

419, 750 

50. 98 

356, 800 

Western  Division: 

Montana  (1898) 

245, 900 

22, 440 

21,980 

44,420 

50.52 

121,700 

Wyoming  (1898) 

112,300 

12,  400 

11,550 

23, 950 

51.78 

50, 020 

Colorado 

617,  300 

68, 680 

67,120 

135,800 

50.56 

247,000 

New  Mexico 

185, 400 

26, 570 

25,450 

52,020 

51.07 

54, 250 

Arizona 

91,740 

11,780 

11,540 

23,320 

50.52 

36, 460 

Utah 

268, 800 

44, 130 

43,100 

87,230 

50. 59 

70, 430 

Nevada  (1898) 

41 , 080 

4,560 

4, 420 

8, 980 

50. 73 

18,810 

Idaho  (1898) 

157,200 

21,880 

20, 670 

42, 550 

51.43 

58, 670 

Washington  (1898) 

472, 100 

54, 850 

52,250 

107,100 

51.20 

198,500 

Oregon 

378, 100 

51,500 

50,400 

101,900 

50. 52 

134, 700 

California 

1,506,000 

180, 600 

176,600 

357, 200 

50.54 

576,200 

a State  school  census. 


STATE  COMMON-SCHOOL  SYSTEMS 


LXIX 


Table  2. — Data  from  United  States  Census  reports , of  use  in  studying  educational 

conditions. 


State  or  Territory. 

Number  of  children 
5 to  18  years  of  age 
to  every  100  per- 
sons of  the  total 
population. 

Number 
of  adult 
males  to 
every  100 
children 
5 to  18 
years  of 
‘age  in 
1890. 

Percent- 
age of 
white 
children 
5 to  18 
years  of 
age  that 
were  of 
foreign 
birth  or 
parent- 
age in 
1890. 

Per- 
centage 
of  for- 
eign of 
the 
total 
popula- 
tion in 
1890. 

Popula- 
tion to 
the 
square 
mile  in 
1890. 

Per- 
centage 
of  the 
popula- 
tion in 
cities 
of  8,000 
inhab- 
itants 
and 
over  in 
1890. 

True 
valua- 
tion of 
real 
and 
person- 
al prop- 
erty 
per  cap- 
ita in 
1890. 

1870. 

1880.  • 

1890. 

1 

2 

3 

4 

5 

6 

7 

8 

i> 

1 10 

United  States 

31.27 

30.04 

29.  61 

91.4 

33.5 

14.  77 

21 

29.20 

$1,036 

North  Atlantic  Division... 

28.30 

26. 87 

25.  39 

114.4 

45.8 

22. 34 

107 

51.81 

1,232 

South  Atlantic  Division... 

33.02 

32.  24 

34.04 

66.8 

6.6 

2. 35- 

33 

16. 03 

579 

South  Central  Division 

33.92 

33.13 

34.  76 

65.  9 

8.6 

2. 93 

19 

10.45 

569 

North  Central  Division 

32. 40 

30.  63 

29. 33 

94.6 

41.5 

18.16 

30 

25. 91 

1,129 

Western  Division 

25. 13 

24.33 

156.7 

44.7 

25. 46 

3 

29.99 

2,250 

North  Atlantic  Division : 

Maine 

28.01 

25. 71 

24.  60 

123.7 

25.0 

11.94 

22 

19. 72 

740 

New  Hampshire 

24. 75 

22.80 

22. 29 

140.8 

38.4 

19.21 

42 

27. 37 

863 

Vermont 

27. 18 

25. 96 

24.65 

124.1 

33.4 

13.26 

36 

7. 93 

799 

Massachusetts 

25. 51 

23. 98 

22. 87 

129. 9 

60.5 

29. 35 

278 

69.90 

1,252 

Rhode  Island 

25. 66 

24.  64 

24.38 

118.7 

62.4 

30. 77 

318 

78. 89 

1,459 

Connecticut 

25.  86 

24.97 

23.54 

127.6 

54.6 

24.60 

154 

51.63 

1,119 

New  York 

28.09 

26.32 

24.57 

120.1 

54.8 

26.19 

126 

60.02 

1,430 

New  Jersey 

29. 01 

27. 98 

26.04 

109.9 

48.3 

22.  77 

194 

54.04 

1,000 

Pennsylvania 

30.55 

29. 43 

27.92 

99.6 

32.3 

16.08 

117 

40. 93 

1,177 

South  Atlantic  Division: 

Delaware 

31.84 

29. 11 

28.19 

100.1 

17.3 

7.81 

86 

38. 46 

1,043 

Maryland 

31.30 

29.  89 

29. 28 

88.7 

24.4 

9.05 

106 

44. 65 

1,041 

District  of  Columbia. . . 

27. 01 

26.87 

25.  38 

110.3 

26.3 

8. 15 

3, 840 

100.  00 

1,491 

Virginia 

32.39 

32.43 

34. 16 

67. 0 

2.8 

1.11 

41 

13.  40 

521 

West  Virginia 

34. 13 

33.37 

33.62 

70.7 

5.9 

2. 48 

31 

6.95 

575 

North  Carolina 

33.60 

32.30 

35. 35 

59.9 

.7 

.23 

33 

3.87 

361 

South  Carolina 

33. 15 

33.21 

37.14 

55.1 

2.3 

.54 

38 

6.86 

348 

Georgia 

34. 42 

33. 17 

35.50 

61.0 

2.1 

.66 

31 

10. 84 

464 

Florida 

34.  OS 

32. 82 

33.23 

74.0 

11.5 

5. 86 

7 

12.02 

995 

South  Central  Division: 

Kentucky 

34.41 

33.14 

32.76 

74.0 

8.7 

3.19 

46 

14.87 

631 

Tennesse'e 

34.13 

33. 44 

34.22 

66.5 

2.9 

1.13 

42 

11.45 

502 

Alabama 

34.40 

33. 37 

35. 70 

60.1 

3.2 

.98 

29 

5. 89 

412 

Mississippi 

33.70 

34. 12 

36. 69 

57.3 

3.1 

.62 

28 

2. 64 

352 

Louisiana 

31.11 

31.93 

34.04 

65.8 

17.8 

4. 45 

25 

23.65 

443 

Texas 

34.80 

32.60 

35. 10 

68.3 

16.9 

6.84 

9 

10. 08 

942 

Arkansas 

34. 16 

33. 15 

35. 68 

64.0 

3.5 

1.26 

21 

4.89 

403 

Oklahoma 

30. 18 

102.7 

9.6 

4. 43 

2 

781 

North  Central  Division: 

Ohio 

31.74 

29. 75 

28. 37 

97.6 

30.4 

12.51 

90 

31.57 

1,076 

Indiana 

33.  /5 

31.37 

29. 54 

91.9 

17.8 

6.  67 

61 

18.27 

956 

Illinois 

32.24 

30. 66 

28. 26 

99.2 

47.0 

22.01 

68 

38. 83 

1, 324 

Michigan 

30.28 

28.  37 

27.77 

106.2 

56.1 

25. 97 

36 

26. 08 

1,001 

Wisconsin 

33.57 

30.85 

29. 88 

91.6 

72.4 

30.78 

31 

25. 17 

1,087 

Minnesota 

32.45 

30. 43 

28. 93 

99.8 

76.4 

35. 90 

16 

28.37 

1,300 

Iowa 

33. 06 

31. 40 

30. 17 

90.2 

42.6 

16. 95 

34 

14.08 

1,196 

Missouri 

33.57 

32. 35 

31.11 

84.7 

22.5 

8. 77 

39 

26.27 

895 

North  Dakota 

/27. 30 

112.2 

80.3 

44. 58 

3 ! 

1,894 

South  Dakota 

j-23. 74 

24.34 

\29. 29 

100.5 

61.2 

27.69 

4 

3. 10 

l!  293 

Nebraska 

28.07 

29.88 

30. 12 

94.5 

42.1 

19. 13 

14 

24. 46 

1,205 

Kansas 

29. 83 

31.73 

31.59 

85.0 

26.4 

10. 36 

17 

11.  62 

1,261 

Western  Division: 

Montana 

10.20 

17. 10 

18. 06 

274.0 

49.4 

32.61 

1 

18.58 

3,429 

Wyoming 

9. 39 

18. 06 

21.33 

208.8 

47.2 

24. 57 

1 

19. 26 

2,797 

Colorado 

22.47 

18.72 

22. 00 

181.8 

36.3 

20. 38 

4 

37. 07 

2,780 

New  Mexico 

31.90 

29.85 

28.07 

104. 3 

13.2 

7.33 

1 

1, 507 

Arizona 

16.78 

19. 59 

25.42 

156.4 

57. 1 

31.52 

1 

3, 168 

Utah 

35. 05 

33. 39 

32. 45 

80.7 

66.6 

25. 52 

3 

28.73 

l’  681 

Nevada 

12.56 

18.22 

21.87 

209.3 

60.8 

32.14 

Of 

18. 60 

3,  941 

Idaho  

11.30 

22.98 

27.07 

137.9 

41.1 

20. 69 

1 

2, 464 

Washington 

26.96 

27.19 

22.  69 

185. 3 

39.3 

25. 76 

5 

28. 27 

2, 177 

Oregon  

32.34 

28. 63 

26.96 

132.1 

27.9 

18. 27 

3 

18. 14 

1,882 

California 

24. 48 

25.03 

23. 72 

161.3 

51.8 

30. 32 

8 

40.98 

2,097 

LXX 


EDUCATION  REPORT,  1898-99. 

Table  3. — School  ages  in  the  several  States — State  school  censuses. 


State  or  Territory. 

Age  for 
free  at- 
tendance 
at  the 
public 
schools. 

Age  for 
compul- 
sory at- 
tend- 
ance. 

School  census. 

Date  of 
latest 
school 
census 
reported. 

Age  of 
children 
enumer- 
ated. 

Number  of  children  enu- 
merated. 

Boys.  1 

Girls. 

Total. 

1 

2 

3 

4 

5 

° j 

7 

8 

North  Atlantic  Division: 

""  _ ! 

Maine 

5-21 

7—17 

1899 

4-21 

210,192 

New  Hampshire 

Over  5 

8-14 

1899 

5-16 

34,903 

34, 880 

69, 783 

Vermont 

5-21 

8-15 

1899 

5-21 

45,697 

43,699 

89, 396 

7-14 

1898 

5-15 

449, 099 

Rhode  Island 

Over  5 

7-15 

1899 

a 5-15 

39,929 

39, 896 

79, 825 

4-16 

1898 

4-18 

189,717 

New  York 

5-21 

8-16 

1899 

5-18 

777, 570 

772, 509 

1,550,079 

New  Jersey  (1S98) 

5-20 

7-15 

1898 

5-18 

236,293 

230, 421 

466, 714 

6-21 

6-16 

6-16 

South  Atlantic  Division: 

Delaware  (1893) 

6-21 

(b) 

1893 

6-21 

15, 827 

17,758 

33,585 

5-20 

( b ) 

( c ) 

6-18 

6-15 

1897 

6-18 

60, 306 

Virginia 

5-21 

(5) 

1895 

5-21 

339, 725 

326, 140 

665, 865 

West  Virginia  (1898) 

6-21 

8-14 

1898 

6-21 

157,345 

145, 009 

302,354 

6-21 

(6) 

6-21 

303, 712 

303,  675 

607,387 

South  Carolina 

6-21 

(b) 

(c) 

Georgia 

6-18 

(5) 

1898 

6-18 

333,039 

327,831 

660, 870 

Florida  (1898) 

6-21 

(5) 

1896 

6-21 

78, 666 

73,  932 

152, 598 

South  Central  Division: 

Kentuckv  (1897) 

6-20 

7-14 

1896 

6-20 

375,259 

360, 846 

736,105 

Tennessee 

6-21 

1899 

6-21 

385,290 

374, 872 

760, 162 

Alabama 

7-21 

1899 

7-21 

634,051 

Mississippi  (1897) 

5-21 

1896 

5-21 

270, 789 

281,678 

552, 467 

Louisiana 

6-18 

% 

1899 

6-18 

40 1 , 757 

Texas 

8-17 

1899 

8-17 

360,470 

345, 580 

706, 050 

Arkansas 

6-21 

(b) 

1899 

6-21 

240, 396 

232, 021 

472,417 

Oklahoma 

6-21 

(b) 

1899 

6-21 

59, 560 

55, 176 

114,736 

Indian  Territory 

North  Central  Division: 

Ohio 

6-21 

8-15, 16 

1899 

6-21 

620, 553 

589, 182 

1,209, 735 

Indiana 

6-21 

a 6-14 

1899 

6-21 

391,353 

364,345 

l 756, 698 

Illinois 

6-21 

7-14 

1899 

6-21 

775, 439 

763,706 

1,539,115 

Michigan 

5-20 

d 7-16 

1898 

5-20 

361,271 

352,469 

713, 740 

Wisconsin  (1898)  

4-20 

7-13 

1898 

4-20 

359, 198 

349,337 

708, 535 

Minnesota 

5-21 

8-16 

(c) 

Iowa 

5-21 

(b) 

[ 1899 

5-21 

369, 135 

358, 640 

727, 775 

Missouri 

6-20 

(b) 

1899 

6-20 

500, 813 

480,909 

981,722 

North  Dakota  (1898) 

6-20 

8-14 

1897 

6-20 

39, 111 

37, 540 

76, 651 

South  Dakota 

6-21 

8-14 

1899 

6-21 

61,375 

58,204 

119, 579 

Nebraska 

5-21 

8-14 

1899 

5-21 

190, 659 

182, 105 

372, 764 

Kansas  (1898) 

5-21 

8-14 

1898 

! 5-21 

251, 562 

244,387 

495,  949 

Western  Division: 

Montana  (1898) 

6-21 

8-14 

1898 

6-21 

25, 190 

24,308 

49,498 

Wyoming  (1898) 

6-21 

7-16 

(e) 

Colorado 

6-21 

8-14 

1899 

! °-2i  1 

1 72, 297 

70, 169 

142,466 

New  Mexico  (1898) 

5-20 

8-16 

1898 

8-16 

26, 899 

23, 768 

50, 667 

Arizona 

6-18 

8-14 

1899 

6-18 

! 10,143 

9,680 

19, 823 

Utah 

6-18 

8-14 

1899 

6-18 

1 42,406 

42,013 

84,419 

Nevada  (1898) 

6-18 

8-14 

1898 

! 6-18 

4,535 

4,461 

8, 996 

Idaho  (1898) 

5-21 

8-14 

1898 

5-21  | 

! 23, 703 

24,257 

47,960 

Washington  (1898) 

6-21 

8-15 

1898 

5-21  | 

60, 373 

58,118 

118,491 

Oregon 

6-21 

8-14 

1899 

4-20 

66, 529 

65, 879 

132, 408 

California 

6-20 

e6-17 

1899  ; 

1 M7| 

176,961 

173,163 

350, 124 

a Inclusive.  cN o school  census. 

b No  compulsory  attendance  law.  d 8-16  in  the  country. 


c Law  defective  and  inoperative. 


STATE  COMMON-SCHOOL  SYSTEMS, 


LXXI 


Table  4. — Number  of  pupils  enrolled  in  the  common  schools  cit  different  dates , and  the 
relation  of  the  enrollment  to  the  school  population. 


State  or  Territory 


Number  of  different  pupils  of  all  ages 
enrolled  during  the  school  year  (ex- 
cluding duplicate  enrollments). 


1870-71. 

1879-80. 

1889-90. 

1898-99. 

1870-71. 

1879-80. 

! 1889-90. 

1 

1838-99. 

2> 

3 

4 

5 

6 

7 

8 

9 

7, 561, 5S2. 

9,867,505 

12,722,581 

15, 138, 715 

61.45 

65. 50 

68.  Cl 

69. 34 

2, 743, 344 

2, 930, 345 

3,112,622 

3, 621, 226 

77. 95 

75. 17 

70.45 

69.44 

603,  619 

1,242, 811 

1, 785, 486 

2, 141, 132 

30. 51 

50.74 

59. 22 

62. 97 

767, 839 

1, 371, 975 

2, 293, 579 

2, 938, 744 

34. 17 

46.43 

60.14 

63.59 

3, 300, 660 

4,033, 828 

5, 015,  217 

5, 685, 868 

76. 87 

75. 84 

76.46 

74. 71 

146, 120 

288, 546 

515, 677 

751, 747 

54. 77 

64. 96 

70. 01 

76. 35 

a 152, 600 

149, 827 

139,676 

131, 588 

a 87. 35 

89.80 

85. 88 

81.45 

71,957 
b 65, 384 

64, 341 

59,813 

65, 193 

91.31 

81.32 

71.28 

72.18 

75,  238 

b 65, 608 
371, 492 

66, 429 
471,977 

87.21 

81.88 

273, 661 

306, 777 

72.34 

71.76 

72. 56 

75. 28 

a 34, 000 

40,  604 

52,  774 

64, 537 

a 59. 24 

59.59 

62.65 

63. 07 

113, 588 

119,  694 

126, 505 

151, 325 

80.83 

76.  97 

72.02 

72.32 

1,028,110 

1, 031, 593 

1,042,160 

1,179,351 

82.98 

77. 10 

70. 71 

68.93 

169,430 

204, 961 

234, 072 

c 304, 680 

63. 20 

64. 77 

62. 21 

c65. 29 

834, 614 

937, 310 

1,020, 522 

1, 186, 146 

76. 35 

74. 37 

69.53 

67.21 

20, 058 

27, 823 

31,434 

(233,174 

50.04 

65.20 

66.19 

d 67. 93 

115, 683 

162, 431 

184, 251 

229, 332 

46. 70 

58. 13 

60.37 

64. 12 

15,157 

26, 439 

36, 906 

45, 560 

41.60 

55.40 

63. 10 

61.24 

131,088 

220,  736 

342, 269 

358, 825 

32.34 

45 

60.51 

61.04 

76, 999 

142,850 

193, 064 

c236, 188 

49.47 

69.  21 

75. 27 

C81.10 

a 115, 000 

252,612 

322, 533 

- 390, 616 

a 31. 23 

55. 87 

56.39 

62.39 

66, 056 

134, 072 

201, 260 

269, 875 

27.28 

40. 56 

47. 08 

55.40 

49,578 

236,533 

381,297 

489, 107 

11.89 

46.24 

58. 45 

61.99 

14,000 

39,315 

92, 472 

c 108, 455 

21.21 

44. 16 

71.10 

c63. 37 

e 178, 457 
a 140, 000 

e 276, 000 
300, 217 

399, 660 
447,  950 

/501, 893 
499, 845 

65. 64 

/76. 00 
74. 62 

a 32 

58. 21 

74. 05 

141,312 

179, 490 

301, 615 

433, 733 

40. 36 

42.60 

55.83 

67. 58 

117,000 

236, 654 

334, 158 

/367,  579 

40. 60 

61.29 

70.62 

/6  9. 17 

57, 639 

77, -642 

120, 253 

196,169 

24.  78 

25. 87 

31.58 

40. 57 

63,504 

a 220, 000 

466,  872 

b 552, 503 

21 

a 42. 40 

59.50 

652.22 

69, 927 

81,972 

223, 071 

301, 387 
85, 635 

40. 29 

30. 81 

55. 41 

04. 27 
79.84 

719,372 

729,499 

797,439 

828,500 

84. 04 

76.69 

76. 54 

73.88 

450, 057 

511,283 

512, 955 

556, 651 

78. 64 

82.  39 

79.21 

83.33 

672, 787 

704,041 

778, 319 

945, 143 

81. 01 

74. 61 

71.97 

66. 07 

292, 466 

362, 556 

427, 032 

498, 665 

79.66 

78.08 

73.45 

78. 56 

265, 285 

299, 457 

351, 723 

c 435,  914 

73. 92 

73.78 

69. 77 

c 69. 25 

113, 983 

180, 248 

280,  960 

384, 063 

75.92 

75. 87 

74. 59 

72. 38 

341,938 

426, 057 

493, 267 

554, 992 

84. 44 

83. 52 

85. 51 

87.58 

330, 070 

482, 986 

620, 314 

668, 018 

56.03 

68.85 

74.43 

70. 12 

} a 1,660 

13,718 

/ 35,543 

\ 78, 043 

c 67, 3751 
98,540/ 
277, 765 

a 39. 26 

41.68 

/ 71.26 
\ 81.04 

c 70. 05 
73. 73 

23,265 

92,549 

240,  300 

58. 79 

68.48 

75. 35 

77.  62 

89, 777 

231,434 

399, 322 

c 370, 240 

74. 22 

73. 23 

88. 56 

C88.20 

1 a 1,657 

4, 270 

16, 980 

c 35, 070 

70.24 

63.77 

71.14 

c78.  94 

a 450 

2,907 

7, 052 

c 13, 042 

a 45. 34 

77.44 

54.46 

c 54. 46 

4,357 

22,119 

65,490 

108, 816 

42. 28 

60. 82 

72.20 

80. 12 

a 1,320 

4, 755 

18, 215 

27,173 

a 4. 42 

13. 32 

42.25 

52. 24 

0 

4,212 

7,989 

15, 898 

0. 00 

53.16 

52. 72 

68.17 

16,992 

24, 326 

37, 279 

71,906 

53. 36 

50. 61 

55. 26 

82. 52 

3, 106 

9,045 

7,387 

c7, 348 

53. 97 

79.  73 

73.80 

0 81.78 

906 

5,834 

14,311 

c 32,696 

46.06 

77. 85 

62. 66 

0 76.82 

a 5, 000 

14, 780 

55, 964 

C 97, 916 

a 6 9 

72. 36 

70.58 

0 91.42 

21,000 

37, 533 

63,254 

88, 485 

67. 73 

75.02 

74.78 

86.  80 

91,332 

158, 765 

221,756 

253, 397 

63.63 

73.37 

77.38 

70.  95 

'er  cent  of  school  population 
(i.  e.,  of  children  5 to  18  years 
of  age)  enrolled. 


United  States 


North  Atlantic  Division  .. 
South  Atlantic  Division  . . 
South  Central  Division  . . . 
North  Central  Division  . . . 
Western  Division 


North  Atlantic  Division: 

Maine 

New  Hampshire 

Vermont 

Massachusetts 

Rhode  Island 

Connecticut 

New  York  

New  Jersey 

Pennsylvania 

South  Atlantic  Division: 

Delaware 

Maryland 

District  of  Columbia  . . 

Virginia 

West  Virginia 

North  Carolina. ... 

South  Carolina 

Georgia 

Florida 

South  Central  Division: 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Arkansas 

Oklahoma 

Indian  Territory 

North  Central  Division: 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North  Dakota 

South  Dakota 

Nebraska 

Kansas 

Western  Division: 

Montana 

Wyoming 

Colorado 

New  Mexico 

Arizona 

Utah 

Nevada 

Idaho 

Washington 

Oregon  

California 


a Aproximately. 

6 Includes  pupils  of  legal  school  age  only. 
c In  1897-98. 


d In  1891-92. 

e Highest  number  enrolled. 
/In  1896-97. 


LXXII 


EDUCATION  REPORT,  1898-99, 


Table  5. — The  school  enrollment  of  1898-99  classified  hy  sex;  per  cent  of  the  male  and  of 
the  female  school  population  enrolled;  per  cent  of  the  toted  population  enrolled. 


State  or  Territory. 

Number  of  different  pupils  of  all 
ages  enrolled. 

Per  cent  of  the  school 
population  (5  to  18 
years  of  age)  enrolled. 

Per 

cent  of 
the  to- 
tal pop- 
ulation 
en- 
rolled. 

Male. 

Female. 

Total. 

Male. 

Fe- 

male. 

Male 

and 

female. 

1 

2 

3 

4 

5 

6 

7 

8 

a 7, 671,918 

a 7, 466, 797 

15, 138, 715 

69.62 

69.07 

69.34 

20.47 

a 1,827, 792 

a 1,793, 434 
a 1,065, 831 
a 1,448, 675 
a 2, 788, 533 
a 370, 324 

3, 621, 226 
2, 141,132 
2,  938, 744 
5, 685,  866 
751, 747 

69.82 

69.06 

69.44 

18. 01 
21.41 

aU  075'  301 

62.  72 

63. 21 

62. 97 

South  Central  Division 

al,  490 j 069 
a 2, 897,333 
a 381, 423 

63. 64 

63.55 

63.  59 

22.05 
21. 87 
18. 44 

75.  32 

74. 11 

74.  71 

76.  37 

76.34 

76. 35 

North  Atlantic  Division: 

131,588 
65, 193 

1 

81.45 

20. 04 

33,  011 
32, 775 

32, 182 
33, 654 

73. 02 

71.33 

72. 18 

16. 09 
20. 19 
17.21 

66, 429 

78.36 

85. 60 

81.88 

471, 977 

75. 28 

32,518 

32, 019 

64,537 

63.86 

| 62.33 

63. 07 

15. 37 

151,325 

72.32 

17. 02 

New  York 

597, 289 
153, 310 
597, 855 

682,  062 
151,370 
588, 291 

1,179,351 
304,  680 
1,186, 146 

69. 90 

67.95 

68.93 

16.94 

New  Jersev  (1897-98) 

64. 88 

65.69 

65. 29 

16’.  58 

67.22 

67.20 

67.21 

18.  76 

South  Atlantic  Division: 

33, 174 
229, 332 
45, 560 

67.93 

19. 15 
18.  77 

64. 12 

District  of  Columbia 

21, 385 

24, 175 

59. 21 

63.17 

61. 24 

15. 55 

Virginia 

179, 199 
124, 354 
198, 710 
130, 915 
a 234, 129 

179,  626 
111, 834 
191, 906 

358, 825 
236, 188 
390, 616 

60. 57 

61.71 

61.04 

20.85 

West  Virginia  (1897-98) 

84. 47 

77.64 

81.10 

27.27 

North  Carolina 

62.  79 

61.  96 

62.39 

22. 05 

South  Carolina 

138, 960 
a 234, 978 
53, 707 

245, 373 
245, 567 

269,  875 
469, 107 
108, 455 

53. 24 

57.  60 

55.40 

20.  57 

Georgia 

a 61. 16 

a 62. 81 

61.99 

22.01 

Florida  (1897-98)  

54, 748 

256, 520 
254,  278 

63. 77 

63.03 

63.  37 

21.06 

South  Central  Division: 

Kentucky  (1896-97) 

501, 893 
499, 845 
433, 733 
367, 579 
196, 169 
552, 503 
301,387 
85,635 

76.86 

75. 10 

76  • 

24. 89 

Tennessee 

74.56 

74. 63 

74.62 

25. 54 

Alabama 

67. 58 

24. 13 

Mississippi  (1896-97) 

a 184, 250 
99, 917 

a 183, 329 
96, 252 
276, 014 
147, 124 
41, 163 

a 68. 30 

a 70. 13 

69. 17 

25.38 

Louisiana 

41.15 

39.98 

40.57 

13.  81 

Texas b 

276, 489 
154, 263 
44, 472 

51. 64 

52.81 

52.22 

18.32 

Arkansas 

64.83 

63. 73 

64. 27 

22. 94 

Oklahoma 

80. 15 

79. 45 

79.84 

24. 10 

Indian  Territory 

North  Central  Division: 

Ohio 

423, 369 
284, 531 
477,  990 
251,565 

405, 131 
272, 120 
467, 153 

828, 500 
558, 651 
945. 143 

74. 65 

73.03 

73.88 

20.  96 

Indiana 

84.42 

82.22 

83.33 

24.61 

Illinois  . . . 

66.37 

65. 70 

66.07 

18.67 

Michigan 

247, 100 

498, 665 
435,  914 
384, 063 
554, 992 

78.60 

78. 52 

78.56 

21.81 

Wisconsin  (1897-98) 

221,838 

214, 076 

69. 97 

68. 53 

69. 25 

20. 69 

Minnesota 

72.38 

20. 94 

Iowa. 

87. 56 

26.42 

Missouri 

337, 443 
35,271 

330, 575 
32,104 

668, 018 
67, 375 

70. 20 

70.02 

70. 12 

21.81 

North  Dakota  (1897-98) 

70. 97 

69.07 

70.05 

19.13 

South  Dakota 

50,993 

141,417 

47,547 

98, 540 

74. 60 

72.88 

73. 73 

21.60 

Nebraska 

136,348 

175,888 

277,  765 

77.38 

77. 92 

77. 62 

23.38 

Kansas  (1897-98) 

194, 352 

370, 240 

90.80 

85.48 

88. 20 

27. 87 

Western  Division: 

Montana  (1897-98) 

35,070 
13,042 
108,  816 

78.94 

14. 26 

Wyoming  (1897-98) 

6,643 
54, 249 
a 15, 460 

6,399 
54, 567 
all, 713 

53.56 

55. 40 

54. 46 

11.62 

Colorado 

79 

81 

80.12 

17.63 

New  Mexico 

27,173 

58.20 

46. 03 

52. 24 

14.66 

Arizona 

8, 246 

7, 652 
35, 443 
3, 462 

15,898 

71,906 

70 

66. 31 

68.17 

17.33 

Utah  

36, 463 
3, 886 
a 15, 692 

82.62 

82. 22 

82. 52 

26.78 

Nevada  (1897-98) 

7,318 

85.26 

78. 32 

81.78 

17.89 

Idaho  (1897-98) 

a 17, 004 
48, 008 
43,  684 
125,101 

32,696 

71.72 

82.24 

76. 82 

20.  79 

Washington  (1897-98) 

49,  908 

97,916 

91 

91.88 

91.42 

20.  74 

Oregon  

44,801 

88,485 

87 

86.68 

86.80 

23.  40 

California 

128, 296 

253,397 

71.05 

70.85 

70. 95 

16.83 

a Approximately.  b Includes  pupils  of  legal  school  age  only  (8-17). 


STATE  COMMON-SCHOOL  SYSTEMS, 


LXXIII 


Table  6. — Per  cent  of  the  school  population  (i.  e.,  children  5 to  IS  years  of  aye)  enrolled 
in  the  public  schools,  for  a period  of  years. 


Year. 

United 

States. 

North 

Atlantic 

Division. 

South 

Atlantic 

Division. 

South 

Central 

Division. 

North 

Central 

Division. 

Western 

Division. 

1870-71  

61.45 

77.95 

30.51 

34.17 

76. 87 

54. 77 
54. 43 

1871-72  

62. 20 

77. 33 

32. 27 

37. 94 

77.04 

1872-73  

62.36 

76.  79 

35. 86 

38.67 

75.97 

57.  52 

1873-74  

64.  40 

77.77 

42. 10 

40. 82 

76.  98 

61.04 

1874-75  

65.  54 

78.59 

44.61 

42. 47 

77. 54 

64.39 

1875-76  

64.  70 

78. 55 

46.  72 

37.36 

77. 05 

66.  37 

1876-77  

63.  92 

76.  83 

47.02 

38.  51 

75.60 

66. 12 

1877-78  

65.  75 

77.09 

48.  85 

43.  50 

77.38 

66. 26 

1878-79  

64.64 

76. 18 

46.  72 

44.71 

75. 28 

65.  63 

1879-80  

65. 50 

75. 17 

50.  74 

46.  43 

75. 84 

64.  96 

1880-81  

65. 03 

74.28 

51.  49 

47.03 

74. 59 

64.  82 

1881-82  

65. 03 

74. 56 

51. 90 

47.  02 

74.15 

65.  93 

1882-83  

66.39 

74.15 

54.30 

50.  68 

75. 18 

67.05 

1883-84  

66.  96 

72.83 

56. 25 

53.  59 

75.  06 

68. 01 

1884-85  

67.  96 

73.23 

57.17 

56.  57 

75. 46 

68.53 

1885-86  

68. 14 

72.  63 

57.68 

56. 82 

76.  08 

68. 03 

1886-87  

67.98 

72.  23 

58.98 

56.  21 

75.  77 

67. 97 

1887-88  

68. 33 

71.60 

58.68 

58.  67 

75.  96 

68. 53 

1888-89  

68. 20 

70.  60 

58.40 

58.28 

76.  63 

69. 39 

1889-90  i 

68.61 

70. 45 

59.  22 

60. 14 

76.  46 

70. 01 

1890-91  

69. 03 

69.85 

59.  80 

62.  51 

76. 00 

73.28 

1891-92  

69.  06 

69. 98 

58.  88 

63. 14 

75. 85 

75. 32 

1892-93  

68.72 

68.64 

60.  93 

62.39 

75.  52 

73.51 

1893-94  

69.  50 

69.70 

61.73 

63. 55 

75. 93 

73. 36 

1894-95  

69.  68' 

71. 02 

61.07 

61.97 

76. 52 
76. 15 

76. 70 

1895-96  

69. 48 

69. 95 

60.84 

62.  92 

77.00 

1896-97  

70.  20 

70.00 

62.  68 

64.  76 

76.22 

76.  66 

1897-98  a 

70.  08 

70. 38 

63.63 

64.41 

75. 25 

76. 73 

1898-99  a 

69.  34 

69. 44 

62. 97 

63.59 

74.71 

76. 35 

a Subject  to  correction. 


Table  7. — The  average  daily  attendance  at  various  periods,  and  its  relation  in  1898-99  to 

the  enrollment. 


State  or  Territory. 

Average  number  of  pupils  actually  present 
at  school  each  day. 

Number 
in  daily 
attend- 
ance for 
each  100 
enrolled 
in  189S-99. 

1870-71 . 

1879-SO. 

1889-90. 

1898-99. 

1 

2 

3 

i 4 

5 

G 

United  States 

4,545,317 

6, 144, 143 

8, 153, 635 

10,  389, 407 

68. 63 

North  Atlantic  Division 

1, 627, 208 

1, 824, 487 

2, 036, 459 

2, 617, 693 

72. 29 

South  Atlantic  Division 

368,111 

776, 798 

1, 126, 683 

1,293,526 

60.42 

South  Central  Division 

535, 632 

902,  767 

1,467,649 

1, 983, 624 

07.52 

North  Central  Division 

1,911,720 

2,451,167 

3, 188, 732 

3, 957, 198 

69.  60 

Western  Division 

102, 646 

188, 924 

334, 112 

537, 366 

71.50 

North  Atlantic  Division: 

i 

Maine 

100, 392 

103, 115 

98,  364 

97,  706 

74.23 

New  Hampshire 

48, 150 

48, 966 

41, 526 

47, 733 

73.21 

Vermont 

a 44, 100 

48, 606 

45, 887 

48,014 

72. 26 

Massachusetts 

201,750 

233,127 

273,910 

360, 317 

76. 35 

Rhode  Island 

22,485 

27,217 

33, 905 

46, 087 

71.42 

Connecticut 

62,683 

73,546 

83, 656 

109, 951 

72.66 

New  York 

493, 648 

573,089 

642, 984 

849, 430 

72. 03 

New  Jersev 

86, 812 

115, 194 

133, 286 

b 200, 278 

b 65. 73 

Pennsylvania 

567, 188 

601,627 

682, 941 

858, 177 

72.34 

South  Atlantic  Division: 

Delaware 

a 12, 700 

17, 439 

19, 649 

ac  22, 693 

ac 68. 41 

Maryland 

56, 435 

85, 778 

102, 351 

132, 685 

57. 86 

District  of  Columbia 

10, 261 

20, 637 

28, 184 

34, 032 

74.70 

Virginia 

77, 402 

128, 404 

198, 290 

203, 136 

50. 72 

West  Virginia 

51,336 

91,604 

121,700 

b 159, 768 

6 67.  66 

North  Carolina 

a 73, 000 

, 170, 100 

203, 100 

207, 310 

53. 06 

South  Carolina 

a 44, 700 

a 90, 600 

147, 799 

194, 418 

72.03 

Georgia 

31,377 

145, 100 

240, 791 

265, 480 

56.58 

Florida 

a 10, 900 

27, 046 

64, 819 

b 74, 004 

b 68. 21 

a Approximately.  6 In  1897-98.  c In  1891-92. 


LXXIV 


EDUCATION  REPORT,  1898-99. 


Table  7. — The  average  daily  ailendanee  at  various  periods , and  its  relation  in  1898-99  to 

the  enrollment — Continued. 


State  or  Territory. 

Average  number  of  pupils  actually  present 
at  school  each  day. 

Number 
in  daily 
attend- 
ance for 
each  100 
enrolled 
in  1898-99. 

1870-71. 

1 1S79-S0. 

1889-90. 

1898-99. 

1 

3 

1 

5 

6 

South  Central  Division: 

Kentucky 

120, 866 

178, 000 

225, 739 

a 308, 697 

a 61. 51 

Tennessee 

b 89, 000 

208, 528 

323, 548 

352, 734 

70. 57 

Alabama 

107, 666 

117, 978 

182, 467 

341,138 

78.67 

Mississippi 

90, 000 

156, 761 

207,  704 

a 223, 900 

a 60. 91 

Louisiana 

b 40, 500 

554,800 

87,536 

146,323 

74.58 

Texas 

b 41 , 000 

5132,000 

291,941 

c 370, 055 

66.99 

Arkansas 

546, 600 

554,700 

5 148, 714 

186, 177 

61.77 

Oklahoma 

5 54, 6C0 

5 63. 75 

Indian  Territory 

1 

North  Ceniral  Division: 

Ohio 

432,452 

476,279 

549,269 

613, 337 

74.03 

Indiana 

295, 071 

321,659 

342, 275 

424, 725 

76. 30 

Illinois 

341,686 

431 , 638 

538,310 

726, 782 

76.90 

Michigan 

5193,000 

5 240,  000 

5 282, 000 

5350  000 

5 70. 19 

Wisconsin 1 

5 132,  000 

5156,000 

200,457 

b(l  287, 000 

bd  65. 84 

Minnesota 1 

50, 694 

578,400 

127,025 

237, 145 

61.74 

Iowa i 

211,562 

259,  836 

306,309 

364,409 

65.66 

Missouri 1 

187, 024 

5281,000 

384,627 

416, 364 

62. 33 

North  Dakota ! 

1 7,  1 /VIA 

8,530 

/ 20,694 

d 41,155 

d 61.09 

South  Dakota 

|j*  0 1,  U4U 

\ 48,327 

69, 923 

70. 96 

Nebraska 

5 14, 300 

60,156 

146,139 

169, 424 

61.01 

Kansas 

52,  891 

137, 669 

243, 300 

d 256, 934 

d 69. 39 

Western  Division: 

Montana 

51,100 

5 3,  000 

10,596 

5rZ23, 400 

bd  66. 73 

Wyoming... 

5 250 

1,920 

5 4, 700 

bd8, 700 

bd  66. 70 

Colorado 

2, 611 

12, 618 

38,715 

69, 065 

63. 47 

New  Mexico 

5 880 

3,150 

513,000 

517,400 

564.02 

Arizona 

0 

2,847 

4, 702 

9,396 

59.10 

Utah 

12,  819 

17, 178 

20, 967 

52,208 

72. 53 

Nevada 

l 51,800 

5, 401 

5, 064 

d 4, 982 

d 67. 80 

Idaho  

5 600 

3,863 

5 9, 500 

d 23, 541 

d 72. 01 

Washington 1 

5 3. 300 

10, 546 

36, 946 

d 64, 192 

d 65. 56 

Oregon 

5 15, 000 

27,435 

43, 333 

61,234 

69. 22 

California 

64, 286 

100, 966 

146. 589 

203, 248 

80.20 

a In  189G-97.  c Includes  pupils  of  legal  school  age  only  (8-17) . 

5 Approximately.  d In  1897-9S. 


Method  of  ascertaining  average  attendance. — The  average  daily  attendance  during  a 
year  (which  is  the  average  number  of  pupils  actually  present  each  day  the  schools 
were  in  session)  may  be  computed  as  follows: 

First,  for  a single  school : Add  together  the  number  of  pupils  present  each  school 
day  during  the  year,  and  divide  the  sum  (which  is  the  “aggregate  attendance  in 
days”)  by  the  number  of  such  school  days. 

Second,  for  a group  of  schools  having  the  same  number  of  school  days  in  the  year 
(as  the  schools  of  most  cities  have) : Divide  the  combined  aggregate  attendance  in 
days  of  all  the  schools  by  the  number  of  school  days  in  the  year. 

Third,  foif  a system  of  schools  having  different  lengths  of  school  year  (as,  for 
instance,  those  of  a county) : Add  together  the  average  attendance  of  the  component 
schools  and  groups  of  the  system,  as  ascertained  by  the  foregoing  rule.  For  larger 
systems,  as  those  of  a State  or  of  the  United  States,  the  summing-up  process  is  con- 
tinued in  the  same  way. 

In  a system  of  schools  such  as  is  specified  under  the  heading  “Third,”  the  average 
number  of  days  in  the  school  year  for  the  whole  system  is  found  by  dividing  the 
combined  aggregate  attendance  in  days  of  all  the  schools  of  the  system  by  the  average 
attendance  as  ascertained  by  the  rule  given.  See  observations  on  Table  8. 


STATE  COMMON-SCHOOL  SYSTEMS, 


LXXV 


Table  8. — (1)  Average  length  of  school  term  at  various  periods;  (2)  aggregate  number  of 
days'  schooling  given  to  all  pupils;  (3)  the  same  compared  with  the  school  population 
and  the  enrollment  {columns  7 and  8). 


State  or  Territory. 

Average  number  of  days  the 
schools  were  kept  during  the 
year,  a 

Aggregate 
number  of 
days’  school- 
ing given  in 
1898-99. 

Average 
number 
of  days’ 
school- 
ing given 
for  every 
child  5 
to  18 
years  of 
age  in 
1898-99. 

Average 
number 
of  days 
attended 
by  each 
pupil  cu  - 
rolled  in 
1898-99. 

1870-71. 

1879-80. 

1889-90. 

1S98-99. 

1 

2 

3 

4 

5 

G 

7 

8 

United  States 

132.1 

130.3 

134.7 

143. 2 

1,488,076,102 

08.2 

98.3 

North  Atlantic  Division 

152.0 

159.2 

166.6 

174.0 

455, 388, 717 

87.3 

125.8 

South  Atlantic  Division 

97.4 

92.4 

99.9 

112. 6 

145, 654, 202 

42.8 

68. 1 

South  Central  Division 

91.6 

79.2 

88.2 

103.2 

204, 778, 536 

44.3 

69.7 

North  Central  Division 

133.9 

139.8 

148.0 

152r2 

602, 323, 273 

79.1 

105. 9 

Western  Division 

119.2 

129.2 

135.0 

148.7 

79,931,374 

81.2 

106. 4 

North  Atlantic  Division: 

Maine 

98 

109 

112 

126 

12, 310,956 

76.2 

93.5 

New  Hampshire 

70 

105.3 

117.7 

b 135. 3 

C 6, 458, 275 

c 71. 5 

C99.1 

Vermont 

115.6 

125.5 

136 

156 

7,490, 184 

92.3 

112. 8 

Massachusetts 

169 

177 

177 

188 

67,739,596 

108. 1 

143.5 

Rhode  Island 

170 

184 

188 

187 

8, 735, 880 

85.4 

135.4 

Connecticut 

172.4 

179 

182. 5 

189. 15 

20, 797,232 

99.4 

137.4 

New  York 

176 

178.5 

186.5 

177 

155, 907, 620 

91.1 

132.2 

New  Jersey 

178 

192 

192 

6185 

6 38,125,748 

6 81.7 

6 125. 1 

Pennsylvania 

127.2 

133. 4 

147.  G 

160.6 

137,  823, 226 

78.1 

116.2 

South  Atlantic  Division: 

Delaware 

132 

158 

166 

cdlvO 

cd  3, 640, 881 

cd  74. 6 

cd  109. 8 

Maryland 

183 

187 

184 

188 

24, 944, 780 

69.8 

108.8 

District  of  Columbia 

200 

193 

178 

179.5 

6, 108,  744 

82.1 

134. 1 

Virginia 

93.2 

112.8 

118.2 

119 

24, 173, 184 

41.2 

67.5 

West  Virginia 

76.8 

90 

97 

6111 

617,772,190 

6 61 

6 75.3 

North  Carolina 

c50 

| 50 

59.  25 

68.3 

14,159,273 

22.6 

36.3 

South  Carolina 

C100 

70 

69.6 

83.1 

16, 156, 136 

33.2 

59.9 

Georgia 

59 

! c 65 

83.3 

e 116. 9 

C 31, 034, 612 

c41 

c66. 2 

Florida 

i 

120 

6104 

6 7,  664, 402 

6 44.8 

6 70.7 

South  Central  Division: 

Kentucky 

cllO 

102 

94 

cell 5. 4 

ce35, 623,634 

ce  53. 9 

ce  71 

Tennessee 

c 77 

68 

86 

89 

31,393,326 

46.8 

62. 8 

Alabama 

66. 5 

81.3 

73. 5 

100 

34, 113, 800 

53.2 

78.7 

Mississippi 

110 

74.5 

c86 

e 101.6 

e 22, 748, 240 

c 42.8 

C61.9 

Louisiana 

c 65 

78.8 

100.6 

120 

17, 558,  760 

36.3 

89.5 

Texas 

el40 

71.7 

100 

111.5 

/45, 593, 796 

/43.1 

ci 

oc 

Arkansas 

c 75 

70 

13, 035, 000 

27.8 

43.3 

Oklahoma 

6 86.3 

c 4, 711, 980 

c43.  9 

c 55 

Indian  Territory 

| 

North  Central  Division: 



Ohio 

165 

152 

166.5 

165 

101,200,605 

90.2 

122.2 

Indiana 

98.5 

136 

130 

144 

61,160,400 

91.6 

109.9 

Illinois 

146.7 

150 

155.4 

159.6 

115, 994, 425 

81.1 

122.8 

Michigan 

140 

150 

156 

161.8 

c 56, 630, 000 

c89. 2 

Cl  13.  6 

Wisconsin 

155 

165 

158.6 

6cl60 

6c  45, 920, 000 

6c  73 

6c  105. 4 

Minnesota 

c 83 

94 

128 

159 

37, 142, 564 

70 

96.7 

Iowa 

130 

148 

156 

158 

57.576,622 

90.8 

103.7 

Missouri 

90 

c 104 

129.4 

141 

57, 980,  764 

60.9 

88.8 

North  Dakota 

1 „ 

cut 

/ 113 

6122 

6 6,295, 751 

6 65.5 

6 93.4 

South  Dakota 

c/5 

c yt> 

\ 145 

111.3 

7, 782, 430 

58. 2 

79.1 

Nebraska 

72 

82 

140 

134 

22,  702, 816 

63.5 

81.8 

Kansas 

116 

120 

135 

6 124. 3 

6 31, 936, 896 

6 76.1 

6 86.3 

Western  Division: 

Montana 

c 89 

96 

142.7 

6cl40 

6c  3,276,000 

6c  73. 7 

6c  93. 4 

Wyoming 

c 200 

119 

c 120 

6cll0 

6c  957, 000 

6c  40 

6c  73. 4 

Colorado 

92 

c 132 

144.4 

166 

11,464,790 

84.4 

105.4 

New  Mexico 

clll 

111 

c 67 

6 96.6 

cl,  680, 840 

C32.3 

c 01. 9 

Arizona 

0 

109 

126 

126. 8 

1,191,413 

51.1 

75 

Utah  

152 

128 

133  ' 

151 

7,904,102 

90.6 

109. 8 

Nevada 

142 

143 

140 

6154 

6 767, 228 

6 85. 4 

6104.4 

Idaho 

c45 

94 

C 69. 8 

6100 

6 2, 354, 100 

6 55. 3 

6 72 

Washington 

c80 

c91 

97.2 

6148 

6 9, 497,836 

6 88. 7 

6 97 

Oregon y... 

c 90 

90 

118.2 

6123.9 

c 7, 586, 893 

C 74.  4 

c 85. 7 

California 

123 

146.6 

157. 6 

163.6 

33, 251, 172 

93.1 

131.2 

a Certain  States  report  their  school  term  in  months;  these  months  have  been  reduced  to  clays  by 

multiplying  by  20. 

6 In  1897-98.  c Approximately.  d In  1891-92. 

eln  1896-97.  /Includes  only  pupils  of  legal  school  age  (8-17  years). 


LXXYI 


EDUCATION  REPORT,  1898-99. 


Observations  on  ascertaining  the  average  school  term. — The  “ aggregate  number  of  days’ 
schooling  given”  to  all  pupils  (see  column  6),  which  is  the  same  thing  as  the  aggre- 
gate number  of  days  attended  by  all  the  pupils,  has  been  computed  for  those  States 
which  do  not  make  an  explicit  report  of  this  item  by  multiplying  the  average  daily 
attendance  of  pupils  by  the  average  length  of  school  term  in  days. 

Conversely,  the  average  length  of  school  term  (column  5)  for  the  United  States  as 
a whole  and  for  each  of  its  geographical  divisions  has  been  obtained  by  dividing  the 
aggregate  number  of  days  attended  by  the  average  daily  attendance. 

By  this  method  the  school  term  of  each  State,  in  computing  the  average  term  for 
a number  of  States,  is  in  fact  given  a weight  proportioned  to  the  school  attendance 
of  the  State,  as  should  be  done  under  a correct  interpretation  of  the  expression 
“Average  length  of  school  term.”  The  result  might  more  properly  be  called  “Aver- 
age length  of  attendance,”  which  is  essentially  what  it  is  desired  to  know. 

A method  which  has  been  in  use  in  some  States  for  finding  the  average  school 
term,  of  a county,  for  instance,  is  to  weight  the  different  school  terms  of  the  towns 
or  districts  the  county  is  composed  of  by  the  number  of  schools  in  each.  In  other 
words,  the  total  number  of  days  (or  months)  all  the  schools  of  a county  were  kept  is 
divided  by  the  total  number  of  schools  to  get  the  average  time  each  one  was  kept. 
So,  in  finding  the  average  term  for  the  State,  the  school  is  taken  as  the  unit  instead 
of  the  pupil.  When  the  schools  differ  much  in  size  (number  of  pupils),  as  they  do  in 
all  mixed  urban  and  rural  systems,  varying  from  some  half  a dozen  to  500  or  more 
pupils  each,  the  average  term  obtained  by  this  method  varies  considerably  from  that 
obtained  by  the  Bureau’s  method.  The  long  terms  of  the  large  city  schools  not  being 
given  their  proper  weight,  the  resulting  average  is  too  small.  The  same  objection 
applies  still  more  forcibly  to  weighting  the  school  terms  of  the  different  counties  or 
towns  by  the  number  of  school  districts  in  each. 

Another  method  is  to  divide  the  total  number  of  months  or  days  taught  by  the 
number  of  teachers.  This  is,  better  than  the  preceding  method,  as  it  takes  some 
account  of  the  size  of  the  schools — that  is,  an  eight-grade  school  with  eight  teachers 
has  eight  times  the  weight,  in  determining  the  average  term,  that  a district  school 
with  one  teacher  has.  This  is  manifestly  as  it  should  be.  If  every  teacher  taught  the 
same  number  of  pupils,  the  result  would  be  the  same  as  by  the  Bureau’s  method. 
Care  must  be  taken  in  working  by  this  method  to  use  the  number  of  teachers’  places 
(or  number  of  teachers  necessary  to  supply  the  schools)  for  the  divisor;  for  if  a 
teacher  teaches  a school  or  grade  part  of  the  term,  and  is  replaced  by  another  for  the 
rest  of  the  term,  the  two  should  obviously  count  as  one  teacher  for  the  combined 
period  of  service.  The  liability  to  overlook  this  distinction  in  practice,  as  well  as 
the  inequality  in  the  number  of  pupils  to  a teacher,  makes  this  method  generally 
objectionable. 

Still  another  and  most  faulty  method  is  to  add  together  the  school  terms  of  the 
different  counties  or  towns  and  divide  by  the  number  of  such  counties  or  towns — i.  e., 
the  simple  arithmetical  mean  is  taken.  An  example  of  this  occurs  in  a school  report, 
where  it  is  stated  that  14,193  pupils  in  one  district  attended  185  days,  and  856  pupils 
in  another  district  attended  160  days,  while  the  average  time  the  whole  15,049  pupils 
attended  is  computed  at  172£  days,  although  nearly  all  (16  out  of  every  17)  attended 
185  days.  This  method,  if  it  can  be  so  called,  gives  altogether  too  short  an  average 
term,  and  nothing  can  be  said  in  defense  of  it.  It  is  as  if,  wishing  to  get  the  popu- 
lation per  square  mile  of  Minnesota  and  Dakota  combined,  we  said,  Minnesota,  9.86; 
Dakota,  0.92;  average  number  of  persons  per  square  mile  in  the  combined  territory 
(0.92-)-  9.86)-^  2 = 5.39,  instead  of  dividing  the  total  population  of  the  two  States  by 
the  combined  area  in  square  miles. 

The  “aggregate  number  of  days’  attendance”  is  a statistical  item  of  the  utmost 
simplicity  and  of  great  value,  about  the  meaning  of  which  there  can  be  little  or  no 


STATE  COMMON-SCHOOL  SYSTEMS 


LXXVII 


difference  of  opinion.  Every  teacher’s  register  that  records  the  number  of  pupils 
present  each  day  in  school,  as  they  all  presumably  do,  contain?  the  data  for  ascer- 
taining it  for  that  school  for  the  school  year  by  the  simple  process  of  addition  or 
summing  up. 

There  are  a few  States  that  make  no  pretense  of  ascertaining  how  long  their  schools 
were  taught,  and  others  that  use  methods  so  faulty  that  they  also  are  totally  in  the 
dark  in  the  matter.  Yet  this  is  one  of  the  most  necessray  and  fundamental  items  of 
information  in  determining  their  educational  status. 


Table  9. — (1)  Length  of  school  term.  (I?)  The  aggregate  number  of  days’  schooling  given 
compared  with  the  school  population. 


Year. 

Average  length  of  school  term,  in  days. 

Average  number  of  days’  schooling  given 
for  every  child  5 to  18  years  of  age. 

The  United  States. 

North  Atlantic  Di- 
vision. 

South  Atlantic  Di- 
vision. 

1 

South  Central  Di-  1 

vision. 

North  Central  Di- 
vision. 

Western  Division. 

The  United  States. 

North  Atlantic  Di- 

vision. 

South  Atlantic  Di- 

vision. 

South  Central  Di- 

vision. 

North  Central  Di- 
vision. 

d 

o 

"55 

ft 

d 

m 

0) 

£ 

1870-71  

132.1 

152.0 

97.4 

91.6 

133.9 

119.2 

48.7 

70.2 

18.1 

21.8 

59.6 

45.9 

1871-72  

133.4 

151.9 

103.4 

97.7 

136.1 

121.8 

49.5 

• 68.9 

20.3 

25.8 

59.8 

46.0 

1872-73  

129.1 

154.6 

97.4 

89.1 

129. 6 

118.3 

47.8 

67.9 

21.7 

23.4 

56.8 

45.0 

1873-74  

128.8 

154. 8 

95.6 

81.1 

132.6 

119.0 

49.6 

70.4 

24.5 

21.9 

59.8 

46.1 

1874-75  

130.4 

153. 7. 

95.2 

81.0 

134,  6 

132.5 

51.0 

72.9 

26.1 

23.5 

60.2 

53.6 

1875—76  

133  1 

158.0 

95. 6 

82.5 

139.1 

130.3 

51.4 

73.7 

26.8 

20.1 

62.2 

54. 4 

1870-77  

132.1 

| 157.2 

91.4 

80.3 

139.8 

130. 1 

51.1 

73  6 

26.3 

19.8 

62:3 

54. 3 

1877-78  

132. 0 

157.6 

89.7 

86.7 

140.1 

129.9 

53.2 

75.  6 

26.8 

24.3 

64.3 

51.5 

1878-79  

130.2 

160.1 

88.6 

81.9 

136.4 

132.0 

52.0 

75. 0 

25.  7 

23.9 

62.3 

56.7 

1879-80  

130.3 

159. 2 

92.4 

79.2 

139.  8 

129.2 

53.1 

74.5 

29.3 

24.2 

64.4 

54.9 

1880-81  

130.1 

158.7 

92.4 

82.1 

138.8 

133.8 

52.0 

72.2 

28.5 

25.0 

62.7 

56.9 

1881-82  

131.2 

160.6 

95.9 

82.5 

137. 1 

136.2 

52.9 

73.3 

30.6 

25.6 

63.2 

58.0 

1882-83  

129.8 

161.0 

95.9 

82.5 

137.1 

132.6 

53.  8 

74.4 

32.0 

26.8 

63.9 

57.3 

1883-84  

129.1 

156.0 

95.6 

85.9 

138.6 

133.8 

55.5 

72.5 

32.7 

30.0 

67.7 

61.6 

1884-85  

130.7 

163.1 

93.4 

87.5 

139.1 

131.8 

56.8 

77.2 

33.7 

31.4 

67.3 

58.3 

1885-86  

130.4 

161. 6 

93.4 

86.9 

140.4 

130.8 

57.3 

76.7 

33.7 

32.0 

68.7 

59.6 

1886-87  

131.3 

165.9 

95.3 

87.5 

139.5 

131.6 

57.7 

77.8 

34.8 

32.1 

68.7 

59.1 

1887-88  

132.3 

104. 4 

95.7 

87.6 

144.0 

130.7 

58.7 

76.8 

35.5 

33.6 

71.3 

57.3 

1888-89  

133.7 

161. 1 

95.0 

88.9 

147.5 

135.7 

58.9 

76.7 

35.4 

34.0 

71.6 

61.7 

1889-90  

134.7 

166.6 

99.9 

88.2 

148.0 

135.0 

59.2 

76.8 

37.3 

33.9 

71.9 

61.2 

1890-91  

135.7 

168. 1 

103.8 

92.0 

145.8 

136.9 

60.4 

77.9 

37.9 

35.5 

73.0 

64.0 

1891-92  

136.9 

169.1 

105. 3 

94.1 

146.8 

139.1 

61.1 

78.5 

37.8 

37.1 

73.1 

68.7 

1892-93  

136.3 

169.6 

103.4 

93.0 

146.6 

138.8 

61.4 

78.5 

38.6 

36.6 

74.4 

67.5 

1893-94  

139.5 

172.3 

108.3 

97.5 

150.2 

137.1 

64.2 

81.3 

41.5 

39.8 

76.9 

68.5 

1894-95  

139.5 

172. 8 

106.5 

92.8 

150. 8 

142.4 

65.1 

84.2 

41.2 

36.7 

79.3 

75. 0 

1895-96  

140.5 

175. 5 

107.8 

92.2 

151.9 

142.0 

65. 9 

84.9 

41.0 

37. 5 

80.2 

76.1 

1896-97  

142.0 

173.3 

110.9 

96.3 

152.8 

148.6 

67.6 

86.3 

41.8 

40.5 

81.1 

80.8 

1897-98  a 

143. 1 

174.5 

112.7 

98.6 

152.4 

151.8 

68.6 

87.9 

44.2 

41.3 

80.8 

80.8 

1898-99  a 

143.2 

174.0 

112.6 

103. 2 

152.2 

148.7 

68.2 

87.3 

42.8 

44.3 

79.1 

81.2 

a Subject  to  correction. 


LXXVIII  EDUCATION  REPORT,  1898-99. 

Table  10. — Number  and  sex  of  teachers — Percentage  of  male  teachers. 


State  or  Territory. 

Whole  number  of  different 
teachers  employed. 

Percentage  of  male  teaci 

iiers. 

Male. 

Female.  | 

Total. 

1870-71. 

1879-80.  | 

1SS9-90. 

1898-99. 

1 

2 

3 ! 

4 

5 

© 

7 

a 

United  States 

131, 793 

283,807 

415, 660 

41.0 

42.8 

34.5 

31.7 

19, ICO 
20,  G03 
30, 758 
• 54, 801 
6,468 

82,552 
27, 713 
32, 023 

101,712 
48, 316 
62, 781 
179, 050 

26.2 

28.8 

20.0 

18.8 

42.7 

63.8 

62.5 

49.1 

67.5 

67.2 

57.5 

49.0 

North  Central  Division 

124, 240 

43.2 

41.7 

32.4 

30.6 

Western  Division 

17, 333 

23,801 

45.0 

40.3 

31.1 

27.2 

North  Atlantic  Division: 

a 1,020 

a 5, 427 

6,447 
2, 970 
3, 798 
13,402 
1, 913 
4,085 
33,  992 

6 6, 276 

a 24. 4 

o27. 2 

ol6. 0 

15.8 

New  Hamoshire 

'256 

2, 714 
3, 289 
12,205 
1,706 

15.0 

16.8 

9.8 

8.6 

Vermont 

509 

16.5 

16.8 

12.0 

13.4 

1,197 

12.7 

13.2 

9.8 

8.9 

Rhode  Island 

'207 

a 20. 4 

20.2 

12.6 

10.8 

372 

3, 713 

a 22.1 

a 22. 8 

ol3. 4 

9.1 

New  York 

5, 405 
b 834 

28,  587 

6 5, 412 

22.9 

26.0 

16.9 

15.9 

New  Jersey 

32.5 

28.5 

18.4 

b 13. 3 

9,360 

c218 

19, 469 

28, 829 

eSIO 

42.8 

45. 5 

34.2 

32.5 

South  Atlantic  Division: 

c 622 

o29.9 

a46.6 

a 31. 0 

c25. 9 

1,102 

155 

3, 965 
1,004 
5,927 

6 2,712 

5, 127 
1,159 
8,836 

6 6, 808 
8, 20  i 
d 4,973 
9,577 

6 2, 792 

45.0 

42.6 

27.8 

22.7 

8.2 

7.8 

13.0 

13.4 

2,  909 
b 4, 096 
4, 127 
cl  2, 245 
4, 570 
b 1, 121 

64.5 

61.8 

41.5 

32.9 
b 60. 2 

West  Virginia 

79.0 

75.2 

63.4 

North  Carolina, 

4,077 
cl  2, 728 

a 73. 2 

a71.3 

59.1 

50.3 

South  Carolina 

62.4 

59.5 

49.6 

d 45. 1 

Georgia 

5, 007 

71.4 

o65. 2 

53.3 

47.7 

Florida 

6 1, 671 

cl  5, 051 
4, 195 
5,041 

a 65. 7 

. 61.6 

48.0 

640.2 

South  Central  Division: 

Kentucky 

cl  4, 909 

d 9, 960 
9, 214 
7, 303 
d 7, 903 

a 66. 0 

64.6 

49.8 

d 49. 3 

Tennessee 

5,  019 
2, 262 
<Z%  649 

a 75. 0 

74.4 

61.8 

54. 5 

Alabama 

66.8 

63.8 

62.9 

31.0 

Mississippi 

d 4, 254 

a 60. 8 

61.2 

49.6 

d 46. 2 

Louisiana 

1,991 

2, 166 
7,  490 

6 2,558 
1,268 

4, 157 

50.9 

46.1 

44.7 

47.9 

Texas  

7, 499 

14, 989 

1 6 7,  073 

a 77. 3 

a 75. 0 

61.1 

50.0 

Arkansas 

6 4,515 
914 

a 75. 6 

78.4 

68.5 

6 63.8 

Oklahoma 

2, 182 

41.9 

Indian  Territory 

North  Central  Division: 

Ohio 

1 

10, 556 
7, 252 

15, 156 
8,236 
18, 974 

25, 712 
15, 488 
25, 947 
15,  564 

6 12, 465 
11,250 

43.2 

47.8 

43.1 

41.1 

Indiana  . 

60.5 

57.5 

51. 1 

46.8 

Illinois 

6, 973 
3, 471 

43.5 

39.7 

32.5 

26.9 

Michigan 

12, 093 

6 9,811 
8,  944 
22, 839 

26.3 

29.2 

22.3 

22.3 

Wisconsin 

62, 654 
2, 306 
5,855 
5, 979 
61,115 
1,225 

a 28.8 

28.9 

19.8 

621.3 

Minnesota 

33.7 

35.9 

23.9 

20.5 

Iowa 

28, 694 
13, 782 

6 3, 637 
4, 806 
9,192 
612,513 

1 

61,086 

6 536 

39.0 

33.6 

20.6 

20.4 

Missouri 

7, 803 

6 2, 522 
3,581 
7, 154 

6 7, 133 

6 885 

65.3 

58.1 

44.4 

43.4 

North  Dakota 

South  Dakota 

} o24.7 

o40. 8 

f 28.3 
l 29. 0 

630.7 

25.5 

Nebraska 

2,038 

6 5,380 

6 201 

51. 9 

40.7 

27.1 

22.2 

Kansas 

47.2 

45.1 

40.8 

6 43.0 

Western  Division: 

Montaua 

o 60. 3 

38.5 

22.9 

618.5 

Wyoming 

6102 

6 434 

a 28.6 

44.3 

22. 4 

619.0 

Colorado 

737 

2, 557 
a 316 

3,294 

706 

48.8 

36.4 

26.2 

22.4 

New  Mexico 

a 390 

a91.7 

78.0 

a62.2 

55. 2 

Arizona  

122 

251 

373 

47.5 

38.8 

32.7 

Utah 

527 

892 

1,419 

6 314 

55.0 

54.5 

46.6 

37.1 

Nevada 

6 40 

6 274 

32.4 

46.  7 

16.3 

612.7 

Idaho  

6 3 1 i 

6 558 

6 S02 

a 64.3 

57. 4 

o33.4 

6 38. 1 

Washington .... 

6 1,  033 

6 1,250 

6 2, 288 
| 6 2, 443 

j c 6, 435 

6 3, 321 

6 3, 693 

a 46. 5 

37.4 

40.6 

6 31.1 

Oregon  

o51.7 

48.3 

43.3 

6 33.8 

California 

£I'722 

c 8, 157 

40.0 

33.6 

21.4 

21.1 

a Approximately. 
6 In  1897-98. 


c Includes  some  private-school  teachers. 


c In  1891-92. 
d In  1S96-97. 


STATE  COMMON-SCHOOL  SYSTEMS. 


LXXXX 


i Table  11. — Showing,  for  a period  of  years , what  per  cent  of  the  whole  number  of  teachers 

were  males. 


Year. 

United 

States. 

North 

Atlantic 

Division. 

South 

Atlantic 

Division. 

South 

Central 

Division. 

North 

Central 

Division. 

W estern 
Division. 

1870-71  

41.0 

26.2 

63.8 

67.5 

43.2 

45.0 

1871-72  

41.3 

26.1 

63. 4 

68.3 

43.4 

43.5 

1872-73  . . . » 

41.2 

26.1 

63.3 

68.9 

42.8 

43.0 

1873-74  

41.6 

26.8 

62. 9 

69.  4 

42.5 

44,5 

1874-75  

42.2 

26.7 

63.3 

69.1 

42.5 

44. 1 

1875-76  

42.3 

27.9 

63.1 

G8.0 

42.4 

45.3 

1^6-77  

42.8 

28.2 

62.7 

67.8 

43.0 

44. 4 

18'77-78 

43.1 

28.5 

62.6 

67.7 

42.8 

43.0 

18"8-79  

43.3 

29.1 

62. 8 

67.8 

42.7 

42. 3 

is^-so 

42.8 

28.8 

62.5 

67.2 

41.7 

40.3 

1880-81  

41.7 

27.4 

61.4 

67.0 

39.9 

37.3 

1881-82  

39.7 

25.7 

59.4 

65.8 

37.7 

37.1 

1882-83  

38.2 

23.9 

57.3 

63.5 

35.9 

85.9 

1883-84  

37.9 

23.4 

56.5 

63.2 

35.3 

34.5 

1884-85  

37.4 

22.5 

55.6 

62.9 

34.8 

34.6 

1885-86  

37.4 

22.4 

54.5 

62.2 

35.2 

34.2 

1886-87  

37.4 

22.6 

53.4 

63.5 

34.8 

34.5 

1887-88  

36.4 

21.6 

53.2 

60.7 

34.0 

30.8 

1888-89  

34.9 

20.2 

51.7 

58.8 

32.3 

31.2 

1889-90  

34.5 

20.0 

49.1 

57.5 

32.4 

31.1 

1890-91  

33.5 

19.4 

47.0 

56.4 

31.4 

80.4 

1891-92  

32.5 

18.9 

46.3 

55-.  5 

29.7 

39.0 

1892-93  

32.0 

19.1 

45.2 

55.7 

28.7 

29.3 

1893-94  

32.2 

18.9 

45.1 

53.7 

29.6 

29.6 

1894-95  

32.6 

18.8 

45.0 

53.1 

30.6 

29. 6 

1895-96  

32.6 

19.2 

44.7 

52.5 

30.4 

29.7 

1896-97  

32.4 

18.9 

43.7 

52.7 

30.4 

28.3 

1897-98  a 

32.2 

19.2 

43.2 

51.8 

30.6 

27.0 

1898-99  a 

31.7 

18.8 

42.7 

49.0 

30.6 

27. 2 

a Subject  to  correction. 


Table  12. — Teachers'  salaries — Number  of  schooll  louses-*- Value  of  school  property. 


State  cr  Territory. 

Average  monthly 
salaries  of 
teachers. 

Number 
of  build- 
ings used 
as  school- 
houses. 

Estimated 
value  of 
all  public 
school 
property. 

Males. 

Females. 

1 

2 

3 

4 

5 

United  States 

a $45. 25 

o$8S.  14 

244,527 

$524,689,255 

North  Atlantic  Division 

a 56. 91 

a 41. 20  | 

41.933 
35, 786 
49, 931 
104, 114 
12,780 

203, 372, 776 
83, 979, 584 
24, 400, 840 
j 223,  007,  368 
| 39, 928, 6S7 

South  Atlantic  Division 

a 29. 23 

a 28. 27 

South  Central  Division 

39. 39 

31. 11 

North  Central  Division 

47.00 

38.19 

Western  Division 

a 61. 04 

a 50. 58 

North  Atlantic  Division: 

Maine 

39.03 

27.20 

3, 966 
1,902 
1,821 

4,222,395 
3,  658, 143 
1,  80t',  000 
5 39,077,405 
5, 175, 045 
10, 192, 747 
75, 153, 615 
14, 601,840 
49, 491, 586 

New  Hampshire 

69. 75 

40. 59 

Vermont 

41.23 

25.04 

Massachusetts 

136. 23 

51.41 

b 3, 395 
534 

Rhode  Island 

103. 74 

51.00 

Connecticut 

89. 87 

(c) 

43. 61 

1,620 

11,913 

New  York 

(c) 

49. 72 

New  Jersey  (1897-98) 

"85. 82 

1,850 

Pennsylvania 

44.27 

37. 84 

14, 932 

/t/497 
/ 2,503 
119 

South  Atlantic  Division: 

Delaware 

dc  36.60 

d<?34. 08 

<7904,426 
d 4, 750, 000 
5, 000, 000 
3,336, 166 
3,  471,697 
10,  938,  805 
845,  596 
3,  977, 070 
755. 824 

Maryland 

District  of  Columbia 

b 94. 48 

b 64. 31 

Virginia 

82.  09 

26.39 

7,218 
5, 856 
6, 784 
4, 046 
6, 622 
2.121 

West  Virginia  (1897-98) 

North  Carolina 

25. 07 

22.  24 

South  Carolina 

b 25. 18 

b 24. 29 

Georgia 

Florida  (1897-98) 

35. 04 

32. 40 

n Average  for  those  States  reporting.  e In  1889-90. 

b In  1897-98.  /Number  cf  schools. 

c Average  for  all  teachers,  $61.08.  a In  1891-92. 

cl  Estimated. 


LXXX 


EDUCATION  REPORT,  1898*99. 


Table  12. — Teachers’  salaries — Number  of  schoolhouses — Value  of  school  property — Con. 


State  or  Territory. 

Average  monthly 
salaries  of 
teachers. 

Number 
of  build- 
ings used 
as  school- 
houses. 

Estimated 
value  of 
all  public 
school 
property. 

Males,  j 

Females. 

1 

2 

3 

4 

5 

South  Central  Division: 

Kentucky 

a 44. 03 

a 37. 18 

b 7, 989 
7, 076 
e b 7, 058 

6 5,448,814 
3,935,671 
c 6 1,500, 000 
d 1, 636, 055 
cl,  125, 000 
7,490,300 
2, 565, 000 
700, 000 

Tennessee 

c d 31. 88 

c d 26. 18 

Alabama 

32.04 

25.35 

Mississippi 

b 32. 18 

b 26. 69 

b 6, 510 
3, 302 
10, 667 
5, 350 
1,982 

37. 08 

29.71 

49.  22 

35.52 

38.50 

36. 75 

Oklahoma 

31.  93 

26.20 

Indian  Territory 

North  Central  Division: 

Ohio 

50.00 

40.00 

13,077 
9,983 
12, 762 

41, 446, 838 
25, 000, 000 
49, 138, 724 
19, 746, 443 
C 14,  800, 000 
15, 187, 564 
16, 908, 076 
17, 020, 880 
2, 132, 738 
2, 905, 924 
9, 215, 220 
9, 504, 961 

1,857, 965 
441,460 
g 6, 495, 855 
fc  281, 000 
490, 504 
2, 801,556 
285, 011 
763, 305 
4, 977, 679 

Indiana 

48. 80 

43. 55 

Illinois 

60. 42 

53. 27 

Michigan 

44.48 

35.35 

7,973 

Wisconsin  (1897-98) 

41.00 

29.50 

6, 940 
7, 260 
13, 836 
10, 326 
2, 304 

Minnesota 

46.00 

35. 00 

Iowa 

37. 10 

31.45 

Missouri ‘ 

/ 49. 40 
39.92 

/42. 40 
35. 51 

North  Dakota  (1897-98) 

South  Dakota 

36.  45 

30. 82 

3, 755 

Nebraska 

45. 05 

36. 56 

6, 710 

Kansas  (1897-98) 

39.  03 

32.01 

9, 188 

656 

338 

Western  Division: 

Montana  (1897-98) 

Wyoming  (1897-98) 

69.28 
60. 40 

48. 61 
42.86 

Colorado 

67.02 

48.42 

1,739 

New  Mexico 

e 576 

Arizona 

/73.  23 
61.42 

/63. 17 
41.19 

/ h 244 
689 

Utah 

Nevada  (1897-98) • 

101.00 

61.50 

224 

Idaho  (1897-98) 

56.11 

44. 83 

748 

Washington  (1897-98) 

42.13 

34.  53 

1,941 

2,060 

Oreeron 

42.96 

34.81 

2, 871,718 
18,682, 634 

California 

81.08 

64.  76 

3, 565 

a In  1895-9f>.  d In  1391-95.  g Buildings  only. 

6 In  1896-97.  e Number  of  schools.  li  Number  of  districts. 

c Estimated.  /In  1897-98. 


Average  salaries. — In  computing  (for  Table  12)  the  average  monthly  wages  of  all 
the  male  (or  female)  teachers  in  a group  of  States,  the  average  wages  of  each  of  the 
States  in  question  is  multiplied  by  the  corresponding  number  of  teachers.  The  sum 
of  the  resulting  products  is  then  divided  by  the  sum  of  the  teachers,  and  the  quo- 
tient is  the  average  wages  of  all.  Each  rate  of  wages  thus  receives  its  due  weight. 

To  illustrate  the  principle:  If  48  teachers  receive  an  average  of  $72.20  per  month, 
they  all  receive  in  a month  $3,466;  if  473  other  teachers  receive  an  average  of  $48.60 
per  month,  these  together  receive  in  a month  $22,988;  all  the  521  teachers  combined, 
therefore,  receive  per  month  $26,454,  or  an  average  of  $50.77. 

Attention  is  called  to  this  matter  for  the  reason  that  the  practice  of  taking  the 
arithmetical  mean  of  a number  of  rates  of  "wages  (the  mean  is  $60.40  in  the  above 
case)  in  order  to  get  the  average  of  all  is  so  common  as  to  vititiate,  to  a considerable 
extent,  the  published  statistics  of  average  wages. 


STATE  COMMON-SCHOOL  SYSTEMS 


LXXXI 


Table  13. — Private  schools  ( elementary  and  secondary). 

Note.— The  reports  of  private  schools  are  more  or  less  incomplete,  and  the  number  of  pupils  as  given 
below  may  be  taken  to  represent  the  minimum  number  of  private  pupils  in  the  States  furnishing  this 
item. 


State  or  Territory. 

Number  of 
pupils 
enrolled  in 
private 
schools. 

Total  public 
and  private 
enrollment. 

Per  cent 
of  pupils 
in  private 
schools. 

1 

2, 

3 

4 

United  States 

a 1,297, 720 

16,436,435 

7.90 

North  Atlantic  Division 

a 542, 375 
a 106, 630 
a 168, 108 
o443,810 
a 36, 797 

4, 163, 601 
2,247,762 
3, 106, 852 
6, 129, 676 
788,544 

13.03 

4. 74 

5.41 

7. 24 

Western  Division 

4. 67 

North  Atlantic  Division: 

Maine 

New  Hampshire 

9, 867 

75, 060 
73, 429 
543, 437 
80,699 

13. 15 

b 7, 000 
71, 460 
16, 162 
30, 049 
161, 708 

9. 53 
13. 15 
20.03 

Rhode  Island 

181,374 

1,341,059 

353,437 

16.57 
12. 06 

New  York 

New  Jersev 

43, 757 

13.79 

Pennsylvania 

South  Atlantic  Division: 

Delaware 

Maryland 

District  of  Columbia  (1895-96) 

5, 000 
625,000 
1,894 
26, 198 



47,464 
383,825 
220,  709 
361, 556 

10. 54 

Virginia 

6.  51 

West  Virginia  (1893-94) 

0.  86 

North  Carolina  (1891-1892) 

7.25 

South  Carolina 

Georgia  (1893-94) 

14, 151 
2,487 

26,400 
45, 428 
26, 722 

450,833 
110, 942 

494, 371 
532, 935 
460,  455 
381,  600 
206, 704 

3.14 

Florida  (1897-98) 

2.24 

South  Central  Division: 

Kentucky  (1894-95) 

5. 34 

Tennessee  (1891-92) 

8.53 

5.80 

Alabama 

Mississippi  (1896-97) 

14, 021 
10, 535 

3.  67 

Louisiana 

5.10 

Texas 

Arkansas 

5, 857 

307, 244 

1.91 

Oklahoma 

Indian  Territorv 

North  Central  Division: 

Ohio 

37,413 

865, 913 

4.32 

Indiana 

Illinois 

145, 160 
45,465 
C48, 069 
20,073 
30, 751 

6 15, 000 
400 

1,090,  303 
541, 490 
483, 983 
372, 165 
579, 603 
683, 018 
47, 761 
89, 914 

13.32 

Michigan  (1897-98) 

8. 40 

Wisconsin  (1897-98) 

9.93 

Minnesota  (1894-95) 

5. 39 

Iowa  (1897-98) 

5. 31 

Missouri 

2.20 

North  Dakota  (1893-94) 

0. 84 

South  Dakota  (1893-94) 

1,888 

2. 10 

Nebraska 

Kansas 

Western  Division: 

Montana  (1897-98) 

1,873 

36, 943 
11, 428 
112, 250 
30,525 

5. 07 

Wvoming  (1894-95) 

175 

1.53 

Colorado 

3,434 
3, 352 

3. 06 

New  Mexico _ 

10.98 

Arizona 

Utah  (1896-97) 

2, 457 
322 

71, 685 
7,670 

3. 43 

Nevada  (1897-98)  ... 

4.20 

Idaho  

Washington  (1897-98) 

3, 853 
5, 705 

101,769 

3.  79 

Oregon  (1897-98) 

90, 935 

6.27 

California 

12, 869 

266, 266 

4.  83 

a An  estimate  for  all  the  States  of  the  group,  based  upon  the  States  reporting. 
b Approximately. 

c Number  between  7 and  13  years  of  age  who  attended  twelve  weeks  or  more. 


ED  99 YI 


LXXXII 


EDUCATION  REPORT,  1898-99, 

Table  14. — School  moneys  received. 


Stale  or  Territory. 

Ineome  of 
perma- 
nent 
school 
funds  and 
rent  of 
school 
lands. 

From  taxation. 

From 
other 
sources, 
State  and 
local. 

Total 
revenue 
(exclud- 
ing bal- 
ances on 
hand  and 
proceeds 
of  bond 
sales). 

From 

State 

taxes. 

From  local 
taxes. 

Total  from 
taxation. 

1 

o 

3 

4 

5 

6 

7 

United  States 

99, 019, 375 

936, 197, 338 

$143, 371, 150 

$179, 568, 488 

$15,429,749 

$204, 017,  612 

North  Atlantic  Division  . . . 

908, 519 

12, 273, 611 

60,234, 180 

72,507,791 

5, 891, 303 

79,307,613 

South  Atlantic  Division  . . . 

507,883 

4, 751, 975 

6,457,440 

11,209,415 

880,099 

12,597,397 

South  Central  Division 

959, 274 

7,749,605 

4,704,338 

12,453,943 

808, 207 

14,221,424 

North  Central  Division 

5,  744,  839 

6, 874, 450 

63, 514,  214 

70, 388, 664 

6,461,607 

82, 595, 110 

Western  Division 

898,860 

4, 547, 697 

8,460,978 

13, 008, 675 

1,388,533 

15,296,068 

North  Atlantic  Division: 

Maine 

31, 962 

512, 418 

962, 965 

1, 475, 383 

0 

1,507,345 

New  Hampshire 

0 

39, 047 

864, 547 

903, 594 

95, 962 

999,  556 

Vermont 

54, 792 

87,  549 

746,  844 

834, 393 

79,628 

968, 813 

Massachusetts 

a 180, 148 

0 

13,624,814 

13,624,814 

84, 876 

13,889,838 

Rhode  Island 

16, 669 

120, 469 

1, 266, 884 

1,387,353 

50,827 

1,454,849 

Connecticut 

150, 822 

313, 140 

2,515,371 

2, 828, 511 

75,464 

3,054,797 

New  York 

274, 126 

3,498,303 

22, 876, 746 

26, 375, 049 

1,493,  431 

28, 142,  606 

New  Jersey  (1897-98) . . . 

200, 000 

2, 194,  895 

3, 265, 485 

5, 460, 380 

97, 299 

5,  757, 679 

Pennsylvania 

0 

5, 507, 790 

14,110,524 

19,618,314 

3, 913, 816 

23, 532, 130 

South  Atlantic  Division: 

Delaware  (1889-90)  b . . . . 

60,000 

C 6, 000 

209, 000 

215, 000 

0 

275,000 

Maryland 

54, 010 

725, 034 

1,813,708 

2, 538, 742 

339,644 

2,  932, 396 

District  o£  Columbia. . . 

0 

0 

d 1, 148, 850 

1,148, 850 

0 

1, 148, 850 

Virginia 

47, 533 

964, 282 

943, 346 

1,907,628 

55, 463 

2,010,624 

West  Virginia  (1897-98) 

42,  753 

342, 680 

1,439,758 

1,782,438 

108,527 

1, 933, 718 

North  Carolina  (1897-98) 

56, 849 

760, 460 

21, 522 

781, 982 

147, 683 

986, 514 

South  Carolina 

0 

558, 694 

93, 088 

651, 782 

76, 673 

728, 455 

Georgia 

b 212, 000 

b 1, 258, 296 

e 356, 068 

1, 614, 364 

/ 124, 743 

1,951,107 

y Florida  (1897-98) 

34, 738 

136, 529 

432,100 

568, 629 

27,366 

630,  733 

South  Central  Division: 

Kentucky  (1896-97) 

121, 899 

1, 326, 230 

1,108,395 

2,434,625 

197, 140 

2, 753,  G64 

Tennessee 

157, 246 

1,407,082 

(9) 

1,407,082 

170, 366 

1, 734,  694 

Alabama  

149, 237 

450, 000 

152, 000 

602, 000 

165,213 

916,450 

Mississippi  (1896-97)  . . . 

103, 860 

630, 225 

h 413, 911 

1, 044, 136 

66, 634 

1,214,630 

Louisiana 

47,  744 

289, 594 

739,272 

1,028, 866 

49,502 

1,126,112 

Texas 

336, 478 

3,181,865 

868, 347 

4,050,212 

141,488 

4,  528, 178 

Arkansas  

42, 810 

356, 145 

h 930,789 

1, 286, 934 

0 

1,329,744 

Oklahoma 

0 

108, 464 

491,624 

600,088 

17,864 

617,952 

Indian  Territory 

North  Central  Division: 

*■  Ohio 

252,277 

1,784,264 

10,512,843 

12, 297, 107 

563,440 

13,112,824 

Indiana  (1897-98) 

615, 786 

1,558,276 

4, 806, 354 

6, 364, 630 

461,130 

7,441,546 

Illinois 

827, 026 

1,000,000 

15,549,535 

16,549,535 

551,873 

17,928,  434 

Michigan 

i 1,020, 283 

0 

4.549,062 

4,  549,062 

1,091,455 

6, 660, 800 

Wisconsin  (1897-98) 

116, 777 

602, 576 

4,081,350 

4, 683, 926 

602,728 

5, 403, 431 

Minnesota 

696, 842 

696, 842 

3,232,805 

3,929,647 

1-923,948 

5, 550, 437 

Iowa 

118, 139 

0 

7,640,840 

7, 640, 840 

920, 913 

8, 679,892 

Missouri 

694, 086 

729, 777 

5, 089, 113 

5, 818, 890 

221,339 

6,734,315 

North  Dakota  (1897-98) . 

184, 225 

a 349, 900 

1, 110, 441 

1,460, 341 

51,802 

1,696,368 

South  Dakota 

339, 720 

0 

1,222,807 

1,  222, 807 

83,002- 

1,645, 529 

Nebraska  . . 

480, 113 

152,815 

2, 239, 803 

2,392,618 

865,219 

3, 737, 950 

Kansas  (1897-98) 

399, 565 

0 

3, 479,261 

3,479,261 

124,758 

4,003,584 

Western  Division: 

Montana  (1897-98) 

22,248 

575,332 

159,094 

734, 426 

58, 667 

S15, 341 

Wyoming  (1897-98) 

12,618 

0 

203,370 

203,370 

1,407 

217,395 

Colorado  (1897-98) 

91,533 

0 

2,129,421 

2,129,421 

783, 633 

3,004,587 

New  Mexico  (1897-98) . . 

0 

92,224 

( 9 ) 

92, 224 

mo.  995 

203. 219 

Arizona 

0 

10,000 

236,382 

246,382 

4,556 

250, 938 

Utah  

13,000 

291, 732 

712, 499 

1,004,231 

49,313 

1,066,544 

Nevada  (1897-98)  

111,320 

8, 149 

87,266 

95, 415 

86 

206,821 

Idaho  (1897-98) 

23,834 

0 

242,078 

242, 078 

30, 934 

296, 846 

Washington  (1897-98)  . . 

m 126, 220 

n 792, 245 

1,128, 548 

1,920, 793 

47, 762 

2,091,775 

Oregon 

159,424 

0 

871,615 

871,615 

239,529 

1,270,568 

California 

338, 663 

2, 778, 015 

2,690, 705 

5, 468, 720 

61,651 

5, 869, 034 

a Includes  some  receipts  from  other  sources. 
b Approximately. 

estate  appropriation  for  colored  schools. 
d Includes  U.  S.  appropriation. 
e Includes  local  systems  only. 

/In  1897-98. 
g Not  reported. 


h Includes  poll  taxes. 

i Includes* 1  ‘surplus  of  specific  taxes  transferred.” 
k Includes  proceeds  of  bond  sales. 

I Includes  all  receipts  in  cities. 
in  One-half  the  income  of  two  years. 
n Includes  some  local  funds. 


STATE  COMM GUSHBC HOOJL  SYSTEMS, 


LXXXIII 


Tajbee  15, — The  school  revenue  analyzed. 


'State  or  Terri lory. 

Average  amount  raised  per  tax- 
payer (i.  e. , per  adult  male) . 

Amount  this  will  provide  for  each 

child  3 to  18  years  of  age. 

Amount  required  from  each  adu  1 1 

male  to  provide  $i  for  each  child 

5 to  18  years  of  age. 

Per  cent  of  the  whole  rev- 
enue derived  from — 

£ 

<A 

DO 

'tJ 

PI 

"2  DO 

•<Dd 

a g> 
a 

tD 

ft 

g 

O 

ft 

GO 

0) 

X 

s 

<d 

xa 

a 

£ 

ft 

0 

X 

<3 

*3 

a 

o 

a 

o 

ft 

ro 

0 

£ 

d 

o 

U 

0 

o 

3 

a 

o 

U 

u 

V 

ft 

CD 

m 

...  >> 
la 
fs 

pi  ■*- 
d 

O 

H 

DO 

s 

(H 

d 

PI 

c3 

CO 

d 

d 

d 

+3 

Pi 

CD 

PI 

d 

a 

CD 

ft 

0 

X 

£ 

0 

"5 

CO 

W 

0 

X 

£ 

0 

o 

0 

0 

U 

a 

o 

cn 

0 

o 

1 

■2 

3 

1 

5 

6 

7 

'8 

9 

io 

11 

12 

United  States 

50. 45 

$1.80 

57. 13 

50. 76 

510.14 

$9.34 

$1.09 

4.4 

17. 7 

70.3 

7.6 

North  Atlantic  Div 

.15 

2. 06 

10. 09 

.99 

13. 29 

15.21 

.87 

1.1 

15.5 

.76.0 

7.4 

.South  Atlantic  Div 

.22 

2. 09 

2.  83 

.39 

5.53 

3.70 

1.49 

4.0 

37.7 

51.2 

7.1 

South  Central  Div 

.81 

2.52 

1.53 

.26 

4.62 

3.08 

1.50 

6.7 

54.5 

33.1 

5.7 

North  Central  Div 

.80 

.95 

8. 79 

.90 

11.44 

10. 85 

1.05 

7.0 

8.3 

76.9 

7.8 

Western  Division 

.57 

2.90 

5.40 

.89 

9.76 

15.55 

.63 

5.9 

29.7 

55.3 

9.1 

North  Atlantic  Div.: 

Maine 

.16 

2.56 

4.82 

.00 

7. 54 

9.33 

.81 

2.1 

34.0 

63.9 

.0 

New  Hampshire. . . 

.00 

.31 

6.80 

.75 

7.86 

11. 07 

.71 

.0 

3,9 

86,5 

9.6 

Vermont 

.54 

.87 

7.42 

.79 

9.  62 

11.94 

.81 

5.7 

9.0 

77.1 

8.2 

Massachusetts 

a.  22 

.00 

16.  73 

.11 

17.06 

22.15 

.77 

al.3 

.0 

98.1 

.6 

Rhode  Island 

.14 

.99 

10.  43 

.42 

11.98 

14.22 

.84 

1.1 

8.3 

87.1 

3.5 

Connecticut 

.56 

1.17 

9.42 

.29 

11.44 

14.  60 

.78 

4.9 

10.2 

82.3 

2.6 

New  York 

.13 

1.70 

11.14 

.73 

13.70 

16.45 

,83 

1.0 

12.4 

81.3 

5.3 

NewJersey  (1897-98) 

.38 

4. 17 

6.21 

.19 

10. 95 

12. 34 

. 89 

3.5 

38.1 

56.7 

1.7 

Pennsylvania 

.00 

3. 13 

8.02 

2.  23 

13.38 

13.33 

1. 00 

.0 

23.4 

60.0 

16.6 

South  Atlantic  Div.: 

Delaware  (1889-90)6 

1.26 

c . 13 

4.39 

.00 

5.78 

5.79 

1. 00 

21.8 

c2. 2 

76.0 

.0 

Maryland 

.17 

2. 29 

5.  72 

1.05 

9.24 

8.20 

1.13 

1.8 

24.7 

61.8 

11.7 

Dist.  of  Columbia.. 

.00 

.00 

<314.00 

.00 

14.00 

15.44 

.91 

.0 

.0 

dlOOiO 

.0 

Virginia 

.12 

2. 45 

2.40 

.15 

5. 12 

3.51 

1.49 

2.4 

48.0 

46.9 

2.7 

W.  Va.  (1897-98) . . . 

.21 

1. 66 

6. 99 

.53 

9.39 

6.64 

1.41 

2.2  , 

17.7 

74.5 

5.6. 

N.  C.  (1897-98) 

.15 

2.05 

.06 

.40 

2.66 

1.59 

1.67 

5,8 

77.1 

2.2 

14.9 

South  Carolina 

.00 

2.08 

.35 

.28 

2. 71 

1.50 

1.81 

.0 

76.7 

12.8 

10.5 

Georgia 

6.46 

6 2. 72 

•c . 77 

f.  27 

4. 22 

2. 58 

1.64 

610.9 

6 64. 5 

C18.2 

/6. 4 

Florida  (1897-98)... 

.27 

1.08 

3.41 

.22 

4.98 

3.69 

1.35 

5.5 

21,6 

68.5 

4.4 

South  Central  Div.: 

Kentucky  (1896-97) 

.25 

2. 71 

2.27 

.40 

5.  63 

4.17 

1.35 

4.4 

48.2 

40.  3 

.7.1 

Tennessee 

.85 

3.16 

(g) 

.38 

3.89 

2.59 

1.50 

9.1 

81.1 

(. 9 ) : 

9.8 

Alabama 

.39 

1.17 

.39 

.42 

2. 37 

1. 43 

1. 66 

16,3 

49.1 

16.6 

18.0 

Mississippi  (1896-97) 

.34 

2.07 

7i  1. 36 

.22 

3.  99 

2.29 

1.75 

8,5 

51.9 

634. 1 

5. 5 

Louisiana  ... 

.15 

.91 

2.32 

.16 

3.54 

2.33 

1.52 

4,2 

25.7 

65.7 

4.4 

Texas 

.47 

4.40 

1.20 

.20 

6. 27 

4.28 

1. 46 

7.4 

70.3 

19.2 

3.1 

Arkansas , 

.14 

1.19 

63. 10 

.00 

4. 43 

2.84 

1.56 

3,2 

26.8 

h 70. 0 

.0 

Oklahoma 

.00 

.98  : 

4.47 

.16 

5.61 

5. 76 

.97 

.0 

17.5 

79.6 

2.9 

Indian  Territory  . . 

North  Central  Div.: 

Ohio. 

.23 

1.63 

9. 61 

.51 

11.98 

11.69 

1.03  ; 

1,9 

13.6 

80.2 

4.3 

Indiana  (1897-98).. 

1.00 

2.54 

7. 84 

.76 

12.14 

11.15 

1.09 

8.3 

20.9 

64.6 

6.2 

Illinois 

.58 

.70 

10. 96 

.40 

12.64 

12. 53 

1.01 

4,6 

5.6 

86.7 

3.1 

Michigan 

■f  1.51 

.00 

6. 75 

1.62 

9.  88 

10. 49 

.94 

'£15. 3 

.0 

68.4 

16. 3 

Wisconsin  (1897-98) 

.20 

1.05 

7.08 

1.04 

9.37 

8.58 

1.09 

.2.2 

11.1 

75.5 

11.2 

Minnesota 

1.32 

1. 32 

6. 10 

61.74 

10. 48 

10.46 

1.00 

12.6 

12.6 

58.3 

k 16.  5 

Iowa  

.21 

.00 

13.37 

1.60 

15. 18 

13.  69 

1.11 

L 4 

.0 

88.0 

10.6 

Missouri 

.86 

.90 

6. 31 

.28 

8.35 

7.07 

1.18 

10,3 

10.8 

75.6 

3.3 

N.  Dak.  (1897-98).. 

1.71 

a 3. 24 

10. 29 

.48 

15.  72 

17.64 

.89 

10.9 

a 20. 6 

65.5 

3.0 

South  Dakota 

2.53 

.00 

9.11 

.62 

12. 26 

12. 31 

1.00 

20.6 

.0 

74.3 

5.1 

Nebraska 

1.42 

.45 

6.62 

2.56 

11.05 

10. 45 

1.06 

12.8 

4.1 

59.9 

23.2 

Kansas  (1897-98)... 

1. 12 

.00 

9.75 

.35 

11.22 

9. 54 

1. 18 

1Q.0 

.0 

86.9 

3.1 

Western  Division: 

Montana  (1897-98). 

.18 

4.72 

1.31 

.49 

6.70 

18. 36 

.36 

2. 7 

70.5 

19.5 

7.3 

Wyoming  (1897-98) 

.25 

.00 

4.07 

.03 

4.35 

9.08 

.48 

5.8 

.0 

93.5 

.7 

Colorado  (1897-98). 

.39 

.00 

9.08 

3. 37 

12. 84 

23.34 

.55 

3.0 

.0 

70.9 

26.1 

N.  Mex.  (1897-98).. 

.00 

1.74 

( 9) 

£2. 08 

3.82 

3.99 

.96 

.0 

45.4 

( 9 ) 

£54.6 

Arizona 

.00 

.27 

6.48 

.13 

6. 88 

10. 76 

.64 

.0 

4.0 

94.2 

1.8 

Utah  

.18 

4.14 

10.12 

.70 

15. 14 

12. 23 

1.24 

1.2 

27.3 

66.8 

4.7 

Nevada  (1897-98)  .. 

5.92 

.43 

4.64 

.01 

11.00 

23.02 

.48 

53.8 

3.9 

42.2 

.1 

Idaho  (1897-98).... 

.41 

1.46 

2.67 

.52 

5.06 

6.98 

.73 

8.0 

28.8 

52.8 

10.4 

Wash.  (1897-98)  .... 

m . 64 

n3. 99 

5. 69 

.23 

10.55 

19. 55 

.54 

to  6. 0 

n 37.8 

53.9 

2.3 

Oregon 

1.18 

.00 

6.47 

1.80 

9.45 

12.47 

.76 

12.5 

.0 

68.6 

18.9 

California 

.59 

4.82 

4.67 

.10 

10. 18 

16.43 

.62 

5.8 

47.3 

45.9 

1.0 

a Includes  some  receipts  from  other  sources. 
b Approximately. 

c State  appropriation  for  colored  schools. 
d Includes  U.  S.  appropriation. 
e Includes  local  systems  only. 
f In  1897-98.  g Not  reported. 


li  Includes  poll  tax. 

i Includes  “surplus  of  specific  taxes  transferred.” 
k Includes  proceeds  of  bond  sales. 

I Includes  all  receipts  in  cities. 
to  One-half  the  income  of  two  years. 
n Includes  some  local  funds. 


LXXXIV  EDUCATION  REPORT,  1898-99. 

A 

Table  16. — Progress  of  school  expenditure. 


State  cr  Territory. 


Total  amount  expended  for  schools. 


1870-71. 


1879-80. 


1889-90. 


Expended  per  capita  of 
population. 


1870- 

71. 


1879- 

80. 


1889- 

90. 


1898- 


United  States 


$69, 107, 612 


$78, 094, 687 


$140, 506, 715 


$197,281,603  $1.75 


$1.56  $2.24 


$2.67 


North  Atlantic  Division  . 
South  Atlantic  Division  . 
South  Central  Division  . . 
North  Central  Division  . . 
Western  Division 


29,  796, 835 
3, 781,581 
4,854,834 
28.430,033 
2,  24-1,  329 


28,538,058 
5, 130, 492 
4, 872,  829 
35,285,  635 
4, 267, 673 


48,023,492 
8, 767, 165 
10, 678, 680 
62, 823, 563 
10,213,815 


76, 205, 008 
12,661,418 
13,736,140 
80,425,645 
14,253,  392 


2.38 

.63 

.73 

2.14 

2. 15 


1.97 

.68 

.55 

2.03 

2.41 


North  Atlantic  Division: 

Maine 

New  Hampshire 

Vermont 

Massachusetts 

Rhode  Island 

Connecticut 

New  York 

New  Jersey 

Pennsylvania 

South  Atlantic  Division: 

Delaware 

Maryland 

District  of  Columbia . 

Virginia 

West  Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 

South  Central  Division: 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Arkansas 

Oklahoma 

North  Central  Division: 

Ohio 

Indiana  

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North  Dakota 

South  Dakota 

Nebraska 

Kansas 

Western  Division: 

Montana  

Wyoming 

Colorado  

New  Mexico 

Arizona 

Utah 

Nevada  

Idaho 

Washington 

Oregon 

California 


950, 662 
418, 545 
499,  961 
5, 579, 363 
461, 160 
1,496,981 
9, 607, 904 
2, 302, 341 
8, 479, 918 

153,  509 
1,  214,  729 
373, 535 
587,  472 
577, 719 
177, 498 
275, 688 

292. 000 
129, 431 

5 1,075,000 
b 758, 000 
b 370, 000 

950. 000 
531,834 

6 650,  000 
b 520, 000 


1,067,991 
565,  339 
446, 217 
4, 983,  900 
526, 112 
1,408,375 
10, 296, 977 
1,873, 465 
7,  369, 682 

207,281 
1,544,367 
438, 567 
946, 109 
707, 553 
376, 062 
324,  629 
471,029 
114, 895 

1, 069, 030 
744, 180 
6 500, 000 
830, 705 
411,  858 
b 1, 030, 000 
287, 056 


1, 327, 553 
844, 333 
711,072 
8, 286, 062 
884, 966 
2, 157, 014 
17,543,880 
3, 340, 190 
12,928,422 

b 275, 000 
1,910, 663 
905,  777 
1,604,509 
1,198,493 
714,  900 
450,  936 
1,190, 354 
516, 533 

2, 140, 678 
1,526,241 
5 890,000 
1,109,575 
817,110 
3, 178,  300 
1,016,776 


I 

i 5 2,897 


6,831 


6, 656, 
2,840, 
1, 932, 
960, 
3, 269, 
1,749, 

5 23, 

365, 

904, 


035 

537 

542 

740 

539 

558 

190 

049 

000 

520 

323 


5 35, 600 
5 7, 000 
67, 395 
5 4,900 
0 

5 117, 000 
5 85, 000 
19, 003 
5 35, 000 
5 160, 000 
1,713,431 


7, 166, 963 
4, 491, 850 
7, 014, 092 
2,  775, 917 
2, 177, 023 
1,328,429 
4, 484, 043 
2, 675, 364 

245, 000 

1,108,617 

1,818,337 

78, 730 
28,504 
395,227 
28,973 
61, 172 
132, 194 
220, 245 
38, 411 
112,615 
307, 031 
2, 864, 571 


10,  602, 238 
5, 245, 218 
11, 645, 126 
5, 349, 366 
3, 801, 212 
4, 187, 310 
6,382, 953 
5, 434,262 
626,  949 
1,199,630 
3, 376, 332 
4, 972, 967 

364,084 
5 225, 000 
1,681,379 
585,000 
181,914 
394, 685 
161, 481 
169, 020 
958,  111 
805, 979 
5, 187, 162 


1.513.125 
1,051,265 

974,  611 
13,889,  838 
1,570,895 
3, 120,  516 
28,052,565 
0 5,723,424 
20,  308, 769 

5c 275, 000 
2, 912, 527 
1,148,850 
1,971,264 
0 2,046,623 
0 931,143 
769, 815 
1,937,954 
0 668, 242 

<12,650,190 
1,628, 313 
(Z800, 273 
ell,  165, 840 
1,126,112 
4,476,457 
1,292,463 
596,  492 

12,671,798 
8, 188,089 
17, 650,  606 
5, 883, 369 
a 5, 132, 063 
5, 172, 110 
7, 978, 060 
7,048,826 
01,288,031) 
1,  605, 623) 
3, 815,593 
a 3, 991, 477 

a 776, 150 
0 213,291 
2, 281,713 
a 154, 532 
238, 741 
991,973 
o 203,642 
o274, 377 
a 1, 795, 795 

1. 159. 125 
6, 164, 053 


1.51 

1.30 

1.51 

3. 73 
2.05 

2. 74 
2.17 
2. 48 

2.36 

1.21 
1.53 
2.77 
. 47 
1.26 
.16 
.38 
.24 
.66 

5.80 

5.59 

5.36 
1.11 

.71 

5.74 
51.02 


2.52 
51.70 
2. 57 
2.33 

1.70 
2.00 

2. 70 
.99 

51.29 

2. 61 
2. 24 

51. 62 

5.71 
1.44 
5.05 

0 

51.28 

51.93 

1.17 

51. 30 
51. 65 

2. 93 


1.65 
1.63 
1.34 
2. 80 
1.90 
2. 26 
2.03 

1.66 
1.72 

1.41 

1.65 
2. 47 

.63 

1.14 

.27 

.33 

.31 

.43 

.65 

.48 

5.40 

.73 

.44 

5.65 
.36 


2.24 

2.27 

2.28 
1.70 
1.65 
1.70 
2.  76 
1.23 

1.81 

2. 45 
1.83 

2.01 
1.37 
2.03 
.24 
1.51 
.92 
3. 54 
1.18 
1.50 
1.76 
3.31 


2.  76 
.99 
.97 
2.81 
3. 37 


3.  70 
1.27 
1.03 
3.09 
3.50 


2. 01 
2. 24 

2. 14 
3. 70 

2. 56 
2.89 
2.  92 

2.31 
2.  46 

51.63 

1.83 

3.93 

.97 

1.57 
.44 
.39 
. 65 

1.32 

1.15 

.86 

5.59 

.86 

.73 

1.42 

.90 


2.89 

2.  39 

3.  04 

2.55 
2. 25 
3.22 
3. 34 
2.  03 
13. 43 
[3. 65 
3. 19 
3. 48 

2. 76 
53.  71 
4.08 

5.55 
3.05 

1.90 
3.53 
2.00 
2. 74 
2. 57 
4.29 


2.30 

2.59 
2.96 

5. 07 
3.  74 

3. 51 
4. 03 

a 3. 12 
3.21 

5cl.  63 
2.38 
3.92 
1.15 
a 2. 36 
a.  53 
.59 
.91 
a 1.30 

<Z1.  31 
.83 
dA  6 
cZ.  81 
.79 

1.49 
.98 

1.68 

3. 21 
3. 62 

3.49 
2.57 

a 2. 44 
2.82 
3. 80 
2.  30 
a 3. 66 

3. 52 
3. 21 

a 3. 00 

a 3. 16 
al.  90 
3. 70 
a.  85 

2.60 
3.69 

a 4. 96 
a 1.75 
a 3. 80 

3.07 
4.09 


a In  1897-98. 


5 Approximately. 


c In  1889-90. 


d In  1896-97. 


STATE  COMMON-SCHOOL  SYSTEMS, 


LXXXY 


Table  17. — The  school  expenditure  of  1898-99  classified. 


State  or  Territory. 

Paid  for 
sites,  build- 
ings, furni- 
ture, libra- 
ries, and 
apparatus. 

Paid  for 
teachers’ 
and  superin- 
tendents’ 
salaries. 

Paid  for  all 
other  pur- 
poses, prin- 
cipally main- 
tenance. 

Total 

expenditure, 
excluding 
payment  of 
bonds. 

1 

2 

3 

4 

5 

United  States 

$33, 249, 949 

$128, 662, 880 

$35, 368, 774 

$197,281,603 

North  Atlantic  Division 

16, 784, 574 

44,115,022 

15,305,412 

76, 205, 008 

South  Atlantic  Division 

1,288,185 

9, 502, 535 

1,870,698 

12, 661,418 

South  Central  Division 

920, 547 

11,540,567 

1,275,026 

13, 736, 140 

North  Central  Division 

12, 710, 559 

53,599,483 

. 14,115,603 

80, 425, 645 

Western  Division 

1,546,084 

9, 905, 273 

2,802,035 

14,253,392 

North  Atlantic  Division: 

Maine 

192,  808 

1, 118, 954 

201,363 

1, 513, 125 

New  Hampshire 

66, 630 

677, 767 

306,868 

1,051,265 

Vermont 

202, 516 

647, 694 

124,401 

974, 611 

Massachusetts 

3,036,201 

a 7, 932, 852 

2, 920, 785 

13, 889, 838 

Rhode  Island 

291,096 

998, 315 

281,484 

1, 570, 895 

Connecticut 

605, 190 

1,948,917 

566, 409 

3, 120, 516 

New  York 

7,579,067 

16,484,647 

3,988, 851 

28, 052, 565 

New  Jersey  (1897-98) 

1, 241, 245 

3,556, 163 

926, 016 

5, 723, 424 

Pennsylvania 

3, 569, 821 

10,  749,  713 

5, 989, 235 

20, 308, 769 

South  Atlantic  Division: 

Delaware  (1889-90) 

b 23, 795 

a 225, 000 

a 26, 205 

a 275, 000 

Maryland 

424, 848 

2,132, 954 

354, 725 

2,912,527 

District  of  Columbia 

78, 419 

801,016 

269, 415 

1, 148, 850 

Virginia 

254, 332 

1,504,397 

212, 535 

1,971,264 

West  Virginia  (1897-98) 

280, 848 

1, 168, 191 

597,  584 

2, 046, 623 

North  Carolina  (1897-98) 

54, 001 

761, 772 

115, 370 

931, 143 

South  Carolina 

80, 529 

647, 601 

41,  685 

769, 815 

Georgia 

c 41, 573 

1,701,748 

194, 633 

1,937,954 

Florida  (1897-98) 

49, 840 

559, 856 

58,546 

668, 242 

South  Central  Division: 

Kentucky  (1896-97) 

248, 217 

2, 145, 178 

256, 795 

2,  650, 190 

Tennessee 

105, 229 

1,232,099 

290,  985 

1, 628, 313 

Alabama  (1896-97) 

a 100, 000 

588, 047 

112, 226 

800, 273 

Mississippi  (1896-97) 

34,260 

1, 057, 735 

73, 845 

1,165,  840 

Louisiana 

( d ) 

944, 135 

181, 977 

1,126,112 

Texas 

200, 937 

4, 030, 188 

245, 332 

4, 476, 457 

Arkansas 

111, 299 

1,121,899 

59, 265 

1,292,463 

Oklahoma 

120, 605 

421, 286 

54, 601 

596, 492 

Indian  Territory 

North  Central  Division: 

Ohio 

1,017,904 

8, 878,021 

2,775,873 

12,671,798 

Indiana 

3, 387, 124 

4,800, 965 

( d ) 

8, 188, 089 

Illinois 

3, 340, 883 

11,435,968 

2, 873, 755 

17, 650, 606 

Michigan 

85, 902 

4,  312, 245 

1,485,222 

5, 883, 369 

Wisconsin  (1897-98) 

655, 941 

3, 577, 978 

898, 144 

5, 132, 063 

Minnesota 

1, 129, 439 

3,444,425 

598, 246 

5, 172, 110 

Iowa 

500, 414 

5,417,663 

2, 059, 983 

7,978,060 

Missouri 

1,300, 712 

4, 663, 209 

1, 084,  905 

7,048, 826 

North  Dakota  (1897-98) 

198, 236 

693,403 

396,  392 

1,288,031 

South  Dakota 

226, 805 

941,797 

437, 021 

1,605,623 

Nebraska 

674, 907 

2, 498,  766 

641,920 

3, 815, 593 

Kansas  (1897-98) 

192, 292 

2, 935, 043 

864, 142 

3, 991, 477 

Western  Division: 

Montana  (1897-98) 

192, 466 

483,221 

100,463 

776,150 

Wyoming  (1897-98) 

26, 340 

160, 222 

26,  729 

213, 291 

Colorado 

236, 825 

1,454,117 

590, 771 

2,281,713 

New  Mexico  (1897-98) 

15, 923 

122,  729 

15, 880 

154, 532 

Arizona 

60, 627 

178, 114 

(d) 

238, 741 

Utah 

171,586 

579, 346 

241,041 

991,973 

Nevada  (1897-98) 

12, 934 

162, 322 

28,386 

203, 642 

Idaho  (1897-98) 

27, 052 

205, 849 

41,476 

274, 377 

Washington  (1897-98) 

158, 773 

1,081,008 

556, 014 

1,795, 795 

Oregon 

157, 424 

826,385 

175, 316 

1, 159, 125 

California 

486, 134 

4,651,960 

1,025,959 

6, 164, 053 

a Approxima  tely. 
b For  city  of  Wilmington  only. 


c Cities  included  in  column  4. 
cfNot  reported. 


LXXXVI 


EDUCATION  REPORT,  1898-99, 


Table  18. — (1)  Expenditure  per  pupil  {based  on  average  attendance);  (2)  average  daily 
expenditure  per  pupil;  {8)  percentage  analysis  of  school  expenditure. 


State  or  Territory. 

Average  expenditure  per 
pupil  (for  the  whole 
school  year). 

Average 
daily  expend- 
iture per 
pupil. 

Per  cent  of  total 
expenditure  de- 
voted to  — 

For 

sites, 

build- 

ings, 

etc. 

For 

sala- 

ries. 

For 

all 

other 

pur- 

poses. 

Total 

per 

pupil. 

For 

sala- 

ries 

only. 

Total. 

Sites, 

build- 

ings, 

etc. 

Sala- 

ries. 

All 

other 

pur- 

poses, 

1 

2 

3 

4 

5 

6 

7 

8 

9 

io 

• 

Cents. ' 

Cents. : 

United  States 

S3. 20  . 

$12. 39 

$3.40 

$18. 99 

8.6 

13.3 

16.9 

65.2 

17.9 

North  Atlantic  Division 

6.41 

16.85 

5.85 

29. 11 

9.7 

16.7 

22.0 

57.9 

20.1 

South  Atlantic  Division 

1.00 

7. 34 

1.45 

9. 79 

6.5 

8.7 

10.2 

75.0 

14.8 

South  Central  Division 

.46 

5. 82 

.64  ' 

6.92 

5.6 

6.7 

6.7 

84.0 

9.3 

North  Central  Division 

3.21 

13.  5d 

3.56 

20.32 

8.  9 ' 

13.4 

15.8 

66.6 

17.6 

Western  Division 

2.88 

18.43 

5.21 

26.52 

12.4 

17.8 

10.8 

69.5  ; 

19.7 

Nor tli  Atlantic  Division: 

Maine 

1.97 

1L45 

2.06 

15.48 

9.1 

12.3 

12.7 

74.0 

13.3 

New  Hampshire 

1.40 

14.20 

6.42 

22. 02 

10.5 

16.3 

6.3 

64.5 

29.2 

Vermont 

4.22 

13.49 

2.59 

20.  30 

8.6 

13.0 

20.8 

66.5 

1 12.7 

Massachusetts ... 

8.43 

022.01 

8. 11 

38.55 

11.7 

20.5 

21.8 

a 57.1 

21.1 

Rhode  Island 

6.32 

21. 66 

6. 11 

34.09 

11.4 

18.0 

18.5 

63.5 

18.0 

Connecticut 

5. 50 

17.72 

5.17 

28.39 

9.4 

15.0 

19.4 

62.4 

18.2 

New  York 

8.92 

19. 41 

4.70 

33.03 

10.6 

18.0 

27.0 

58.8 

14.2 

New  Jersey  (1897-98) 

6.20 

17.75 

4. 63 

28.58 

9.3 

15.0 

21.7 

62.1 

16.2 

Pennsylvania 

4. 16 

12,52 

6.98 

23.66 

7.8 

14.7 

17.6 

52.9 

29.5 

South  Atlantic  Division: 

Delaware  (1889-90) ... 

61.21 

all.45 

ol.33 

ol3.99 

06. 9 

a8. 4 

58.7 

a81. 8 

a9.5 

Maryland 

3.20 

16. 08 

2.67 

21.95 

8.6 

11.7 

14.6 

73.2 

12.2 

District  of  Columbia 

2.30 

23.53 

7.92 

33.75 

13.1 

18.8 

6.8 

69.7 

23.5 

Virginia. 

1.25 

7.40 

1.05 

9.70 

6.2 

8.2 

12.9 

76.3 

10.8 

West  Virginia  (1897-98)  

1.76 

7.31 

3.74 

12.81 

6.6 

11.5 

13.7 

57.1 

29.2 

North  Carolina  (1897-98)  

.25 

3.55 

.54 

4.34 

5.2 

6.3 

5.8 

81.8 

12.4 

South  Carolina 

.41 

3. 33 

.22 

3.96 

4.0 

4.8 

10.5 

84.1 

5.4 

Georgia 

c.  16 

6.41 

.73 

7.30 

5.5 

6.2 

c2. 1 

87.8 

10.1 

Florida  (1897-98) 

.67  j 

7.57 

.79 

9.03 

7.3 

8.7 

7.5 

83.8 

8.7 

South  Central  Division: 

Kentucky  (1896-97) 

.80  : 

6.95 

.83 

8.58 

6.0 

7.4 

9.4 

81.0 

9.6 

Tennessee 

.30 

3.49 

.83 

4.62 

3.9 

5.2 

6.5 

75.6 

17.9 

Alabama  (1896-97) 

a.  45 

2. 64 

.50 

3.59 

3.3 

4.5 

a 12. 5 

73.5 

14.0 

Mississippi  (1896-97) 

.15 

4.73 

.33 

5. 21 

4.7 

5.1 

2.9 

90.7 

6.4 

Louisiana 

( d ) 

6.45 

1.25 

7.70 

5.4 

6.4 

( d ) 

83.9 

16.1 

Texas  

.54 

10.89 

.67 

12.10 

8.8 

9.8 

4.5 

90.0 

5.5 

Arkansas 

.60 

6.03 

.31 

6.94 

8.6 

9.9 

8.6 

86.8 

4.6 

Oklahoma 

2.21 

7.72 

1.00 

10.93 

8.9 

12.7 

20.2 

70.6 

9.2 

North  Central  Division: 

Ohio 

1. 66 

14.47 

4.53 

20.66 

8.8 

12.5 

8.0 

70.0 

22.0 

Indiana 

7.97 

11.31 

(rf) 

19.28 

7.8 

13.4 

41.4 

58.6 

( d ) 

Illinois 

4.60 

15.73 

3.95 

24.28 

9.9 

15.2 

18.9 

64.8 

16.3 

Michigan 

.25 

12. 32 

4. 24 

16. 81 

7.6 

10.4 

1.5 

73.3 

25.2 

Wisconsin  (1897-98) ... 

2.29 

12.47 

3.12 

17.88 

7.8 

11.2 

12.8 

69.7 

17.5 

Minnesota 

4.76 

14. 52 

2.53 

21.81 

9.3 

13.9 

21.8 

66.6 

11.6 

Iowa 

1.37 

14. 87 

5. 65 

21.89 

9.4 

13.9 

6.3 

67.9 

25.8 

Missouri 

3. 12 

11.20 

2. 61 

16.93 

8.0 

12.2 

18.5 

66.2 

15.3 

North  Dakota  (1897-98) 

4.82 

16.85 

9.63 

31.30 

11.0 

20.5 

15.4 

53.8 

30.8 

South  Dakota 

3.24 

13.47 

6.25 

22.  96 

12.1 

20.6 

14.1 

58.7 

27.2 

Nebraska 

3.98 

14.75 

3.79 

22.52 

11.0 

16.8 

17.7 

65.5 

16.8 

Kansas  (1897-98) 

.75 

11.42 

3.37 

15.54 

9.2 

12.5 

4.8 

73. 5 

21.7 

Western  Division: 

Montana  (1897-98) 

8.23 

20.65 

4. 29 

33. 17 

14.7 

23.7 

24.8 

62.2 

13.0 

Wvoming  (1897-98) 

3.03 

18. 42 

3.07 

24.52 

16.7 

22.3 

12.3 

75.1 

12.6 

Colorado 

3.43 

21.05 

8.55 

33.03 

12.7 

19.9 

10.4 

63.7 

25.9 

New  Mexico  (1897-98) 

.94 

7. 24 

.94 

9. 12 

7.5 

9.4 

10.3 

79.4 

10.3 

Arizona 

6.45 

18. 96 

(d) 

25.41 

15.0 

20.0 

25.4 

74.6 

(d) 

Utah 

3. 29 

11.10 

4. 61 

19.00 

7.3 

12.6 

17.3 

58.4 

24.3 

Nevada  (1897-98) 

2.60 

32.58 

5.69 

40. 87 

21.2 

26.5 

6.4 

79.7 

13.9 

Idaho  (1897-98) 

1.26 

9.56 

1.93 

12. 75 

9.6 

12.7 

9.9 

75.0 

15.1 

Washington  (1897-98) 

2.47 

16.84 

8. 67 

27.98 

11. 4 

18.9 

8.8 

60.2 

31.0 

Oregon 

2.57 

13.50 

2.86 

18. 93 

10.9 

15.3 

13.6 

71.3 

15.1 

California 

2.39 

22. 89 

5.05 

30.33 

1* . 0 

18.5 

7.9 

75.5 

16.6 

a Approximately. 
b For  city  of  Wilmington  only. 

c Cities  included  in  column  of  expenditure  for  “ all  other  purposes.'’ 
d Not  reported. 


STATE  COMMON-SCHOOL  SYSTEMS 


LXXXVII 


Table  19. — (1)  School  expenditures  per  capita  of  population;  (2)  same  per  capita  of 

average  attendance. 


Expended  per  capita  of  population. 


Expended  per  pupil. 


Year. 

United  States. 

North  Atlantic 
Division. 

South  Atlantic 
Division. 

South  Central 

Division. 

North  Central 
Division. 

Western  Divi- 

sion. 

United  States. 

North  Atlantic 

Division. 

South  Atlantic 

Division. 

South  Central 

Division. 

North  Central 

Division. 

Western  Divi- 

sion. 

1870-71  

$1.75 

$2.38 

$0.63 

$0.73 

$2.14 

$2. 15 

$15.20 

$18.31 

$10. 27 

$9.06 

$14. 87 

$21.87 

1871-72  

1.83 

2.40 

.68 

.81 

2. 31 

2. 27 

15.93  | 

18.86 

10. 46 

9.08 

16.36 

23. 57 

1872-73  

1. 84 

2.44 

.68 

.74 

2.31 

2. 42 

16. 06 

19. 89 

9.25 

8. 39 

16.53 

25. 04 

1873-74  

1.88 

2. 51 

.76 

.68 

2.38 

2.40 

15.85 

19.89 

9. 01 

7.55 

16.57 

24.36 

1874-75  

1. 91 

2.55 

.80 

.73 

2.36 

2.  76 

15. 91 

20. 17 

8.98 

7.51 

16. 69 

26.85 

1875-76  

1.85 

2. 45 

.79 

.55 

2. 37 

2.78 

15. 70 

19.14 

8.65 

6.70 

16.91 

26.35 

1876-77  

1.72 

2. 29 

.72 

.51 

2.21 

2.61 

14.64 

17. 89 

7.68 

6.25 

15. 93 

24. 69 

1877-78  

1. 67 

2. 15 

.70 

.56 

2.14 

2. 73 

13.67 

16.55 

7. 21 

5.98 

15.08 

25.82 

1878-79  

1.56 

2.03 

.63 

.55 

2.00 

2. 53 

12. 97 

16.05 

6. 76 

5. 65 

14.22 

23.39 

1879-80  

1.56 

1.97 

.68 

.55 

2.03 

2. 41 

12.71 

15.64 

6.60 

5. 40 

14. 39 

22.59 

1880-81  

1.63 

2.08 

.72 

.58 

2.09 

2.54 

13. 61 

17. 14 

7.22 

5. 72 

15.19 

23. 81 

1881-82  

1.70 

2.11 

.78 

.64 

2.19 

2.59 

14.05 

17.35 

7.63 

6.25 

15.  79 

24.32 

1882-83  

1.80 

2. 22 

- .82 

.68 

2.34 

2. 74 

14. 55 

18.17 

7.46 

6.17 

16. 69 

25. 39 

1883-84  

1.88 

2.25 

.84 

.74 

2. 48 

2. 83 

14. 63 

18. 37 

7.44 

6. 26 

16.90 

24.69 

1884-85  

1.96 

2. 38 

.88 

.82 

2.53 

2. 90 

15. 12 

19. 19 

7.32 

6. 74 

17. 53 

26. 31 

1885-86  

1.97 

2.36 

.88 

.87 

2. 54 

2. 88 

15. 06 

19.11 

7. 33 

6. 93 

17.  45 

25. 52 

1886-87  

1.97 

2.35 

.90 

.87 

2.55 

2.76 

15.07 

19.38 

7.33 

6.88 

17.45 

24.85 

1887-88-.: 

2.07 

2.48 

.95 

.87 

2.68 

2.96 

15. 71 

20.60 

7.61 

6. 60 

18.29 

27. 38 

1888-89  

2. 17 

2. 59 

.98 

.94 

2.76 

3.28 

16.55 

21.64 

7. 77 

7.12 

19.30 

29.37 

1889-90  

2.24 

2.  76 

.99 

.97 

2.81 

3.37 

17.23 

23.58 

7.78 

7.28 

19. 70 

30.57 

1890-91  

2.31 

2.79 

1.06 

1.04 

2.85 

3. 78 

17. 54 

23. 66 

8. 52 

7. 78 

19.42 

33. 42 

1891-92  

2.40 

2.94 

1. 07 

1.06 

2. 94 

4.03 

18. 20 

24. 89 

8.74 

7.82 

20.13 

33. 55 

1892-93  

2.48 

3.04 

1.10 

1.06 

3.07 

3. 97 

18.58 

25. 91 

8.65 

7.72 

20.62 

33. 57 

1893-94  

2.53 

3. 14 

1.12 

1.07 

3.20 

3.53 

18.62 

26. 21 

8.61 

7.58 

21.29 

29. 06 

1894-95  

2. 54 

3. 32 

1.13 

1.06 

3. 12 

3. 49 

18.41 

26. 84 

8.58 

7.69 

20.26 

27.32 

1895-96  

2.60 

3.49 

1.15 

1.07 

3.11 

3.52 

18. 76 

28.45 

8. 87 

7. 60 

20. 09 

27. 16 

1896-97  

2. 63 

3. 64 

1.19 

1.03 

3.07 

3.40 

18.67 

28. 77 

9.32 

7.09 

19.  75 

25. 86 

1897-98  (a) 

2. 67 

3. 75 

1.23 

1.03 

3.04 

3. 63 

18. 86 

29.33 

9. 25 

7.07 

19.  56 

28. 23 

1898-99  (a) 

2.67 

3.70 

1.27 

1.03 

3.09 

3.50 

18. 99 

29.11 

9. 79 

6.92 

20.  32 

26.  52 

a Subject  to  correction, 


LXXXVIII 


EDUCATION  REPORT,  1898-99. 


IV.— TABLES  OF  SCHOOL  EXPENDITURE  IN  THE  SOUTHERN  STATES, 

CLASSIFIED  BY  RACE. 

Table  A gives  the  school  expenditure,  classified  by  race,  in  each  Southern  State 
that  reports  the  expenditure  so  classified,  as  far  back  as  the  record  goes  in  each.  In 
Maryland  the  expenditure  for  negro  schools  for  the  first  three  or  four  years  is  mainly 
in  the  city  of  Baltimore.  The  totals,  of  course,  include  only  the  States  tabulated. 

Table  B gives  the  white  and  colored  school  population  (children  5 to  18  years  of 
age)  in  each  case  where  the  school  expenditure  is  given  in  Table  A.  The  relative 
white  and  colored  school  expenditure,  it  is  evident,  possesses  no  significance  unless 
considered  in  connection  with  the  relative  number  of  children  of  each  race  for  whose 
benefit  the  expenditure  was  made. 

Table  C gives  the  expenditure  for  white  schools  per  capita  of  white  school  popula- 
tion, and  the  same  for  the  negro  schools.  The  averages  include  only  the  States 
recorded  each  year. 

In  making  an  estimate  of  the  white  and  colored  school  expenditure  of  the  remain- 
ing Southern  States  the  most  obvious  assumption  to  make  in  the  absence  of  any 
positive  information  is  to  consider  that  their  white  and  colored  school  per  capita 
expenditures  bear  the  same  ratio  to  each  other  each  year  as  the  average  per  capita 
given  in  Table  C.  It  is  upon  this  basis  that  the  classifications  by  race  have  been 
made  that  are  given  in  Table  D,  except  for  the  year3  1870-71  and  1871-72,  in  which 
the  ratio  of  white  to  colored  per  capita  was  taken  at  about  6. 


Table  A. — Expenditure  for  white  and  colored  schools. 


« 


► 


SCHOOL  EXPENDITURES  IN  SOUTHERN  STATES. 


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LXXXIX 


Table  B. — Estimated  number  of  children  5 to  IS  years  of  age . 


EDUCATION  EEPORT,  1898-99. 


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a The  figures  for  1870, 1880,  and  1890  are  from  the  United  States  Census  Reports. 


Table  C. — Expenditure  per  capita  of  white  and  colored  school  population  {5  to  18  years  of  age). 


SCHOOL  EXPENDITURES  IX  SOUTHERN  STATES. 


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XCII 


EDUCATION  REPORT, 


3 0112  062229163 


Table  D.— School  expenditure  of  the  sixteen  former  slave  States  and  the  District  of  Colum- 
bia, approximately  classified  by  race. 


Year. 


1869- 70.. 

1870- 71.. 

1871- 72.. 

1872- 73.. 

1873- 74. . 

1874- 75.. 

1875- 76. . 

1876- 77.. 

1877- 78.. 

1878- 79.. 

1879- 80.. 

1880- 81. 
1881-82. 

1882- 83. 

1883- 84. 

1884- 85. 

1885- 86. 

1886- 87. 

1887- 88. 

1888- 89. 

1889- 90. 

1890- 91. 

1891- 92. 

1892- 93. 

1893- 94. 

1894- 95. 

1895- 96. 

1896- 97. 

1897- 98. 


Total  ex- 
penditure 
for  both 
races. 


Total 546, 630, 246 


810, 385, 464 
11,623,238 
11,176,048 
11,823,775 
13,021,514 
12, 033, 865 
11,231,073 
12,093,091 
12,174,141 
12, 678, 685 
13,656, 814 
15,241,740 
16,363,471 
17, 884, 558 
19,253,874 
20,208,113 
20,821,969 
21,810,158 
23, 171, 878 
24, 880, 107 
26, 690, 310 
27, 691, 488 
28, 535, 738 
29, 223, 546 
29, 443, 584 
31,149,724 
31,144,801 
31,217,479 


Estimated  expenditure  for 
each  race. 


Estimated  school  pop- 
ulation (i.e.,  children 
5 to  18  years  of  age). 


White. 


Colored. 


|9, 605, 158 
10, 742, 316 
10, 271, 448 
10,636,792 
11,297,560 
10,308,360 
9, 389, 620 
9, 931, 260 
10, 123,542 
10, 558, 200 
11,312,573 
12, 532,246 
12, 730, 938 
13, 967, 752 
14,969,261 
15,924, 766 
16, 392, 646 
16, 864, 157 
18,158,290 
19,461,742 
21,245,685 
22, 117,  570 
23,233, 782 
23,936,173 
24,432,222 
24,892,218 
24, 967, 764 
24,765,544 


444, 769, 585 


$780, 306 
880, 922 
904, 600 
1, 186, 983 
1,723,954 

1.725.505 
1,841,453 
2,161,831 
2,050,599 
2,120,485 
2, 344, 241 
2, 709, 494 
3, 632, 533 
3,916,806 
4,284,613 
4,283,347 
4,429,323 
4, 946, 001 
5,013,588 
5,418,365 
5, 444, 625 
5,573,918 
5,301,956 
5,287,373 
5, 011,362 

6.257.506 
6,177,037 
6,451,935 


101,860, 661 


White. 


Expenditure 
per  capita  of 
school  popu- 
lation. 


Colored.  White.  | Col’ed. 

1 

6 7 8 


«3, 164, 729 
3,236,630 

3. 310.920 
3, 387, 360 
3, 466, 120 

3. 547.430 
3,631,400 

3.717.920 
3, 807, 290 
3, 900, 250 

a 3, 996, 806 
4, 096, 800 

4. 199.900 
4, 306, 000 

4.414. 900 
4, 527, 300 
4, 641,500 

4. 759. 100 

4. 880. 100 

5.004.900 
a 5, 132, 948 

5, 230, 115 
5, 322, 805 
5,435,840 
5,530,620 
5, 679, 755 

5. 776. 980 

5.809.430 

5. 828. 980 


a 1,528, 381 
1,578,170 
1,629,880 

1.683.040 
1,737,980 
1,794,870 
1,853,400 
1,914,080 
1,976,910 
2. 042, 150 

a 2, 109,050 
2, 145, 990 
2, 183,660 
2,221,930 

2. 261. 040 
2,301,270 
2, 341,520 

2. 382. 570 
2, 424,  330 

2. 467. 040 
a 2, 510, 847 

2,551,511 
2, 590, 751 

2. 654. 040 
2,711,410 
2, 761, 205 
2, 799, 390 
2, 816, 310 

2.844.570 


$2.  97 

3.24 
3. 03 
3.07 
3. 18 
2.84 

2.63 
2. 61 
2.60 

2. 64 
£.  76 
2.98 
2.  96 

3. 16 
3. 31 

3.43 

3.44 
3.46 
3.63 
3.79 
4.06 

4.16 
4.26 
4. 33 
4. 30 
4.  31 
4. 30 

4.25 


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.54 
.54; 

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.9 

1. 

1. 

1.0 

1.' 

1. 2‘ 

1.1 

1.7 
1.8.' 
1. 

1. 

2. 
2.0 
2.1 
2. 13 
2.1 
2. 

1.98? 

1.8 
2. 2 
2. 1 
2.2 


a United  States  census. 


